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National Taiwan Normal University Department of Special Education
Gifted education has been implemented for approximately 40 years in Taiwan. Gifted education has become more localized with the expansion of concepts regarding giftedness, change of education policies, teacher professional development, and the revolution of social structures. The purpose of this study is to outline the implementation models for gifted learners in elementary and high schools in Taiwan. These models can provide frameworks for educators who desire designing and implementing appropriate and innovative programs for gifted learners. Methods: Multistage methods were used to construct fundamental implementation models for gifted learners in Taiwan. First, a nationwide survey was conducted to collect relevant information such as commonalities anddifficulties when implementing gifted education. Second, a focus group interview was conducted with 11 gifted-education educators. Thereafter, the 4 dimensions (student, teacher, administration, and background) and elements of implementation models were discussed. Third, 8 resource rooms for gifted learners (6 elementary and 2 junior high schools) from exemplary cases were further analyzed to verify and elaborate these dimensions and elements. Findings: 4 fundamental implementation models were found: (a) teacher professional team model: gifted education is successfully implemented based on teacher collaboration and professional development; (b) administration model: administrators have essential roles and incorporate resources to establish gifted programs; (c)teacher-administration collaboration model: teachers work with administrators to manage the development of gifted education and supportive/curriculum systems; and (d) student needs-based model: the supportive/curriculum system is constructed by teacher teams, and flexibly and continually adjusted based on students’ needs. Thus, these 4 models are educators’ contextualized approaches that they consider gifted education trends, school ecology, community resources
|Appears in Collections:||特殊教育研究學刊|
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