Year: 2024
Author: Marie McGregor, Geraldine Townend, Jasper Hsieh, Jihyun Lee
Type of paper: Symposium
Abstract:
The Strong Beginnings: Report of the Teacher Education Expert Panel (2023) aims to improve the consistency and quality of ITE programs. While acknowledging diverse learners, including students with disabilities, this report neglects to recognise those with high abilities and students with coexisting disabilities and high abilities (gifted learners with disabilities). We argue that this lack of visibility of students across the full range of abilities is inconsistent with the AITSL standards, neglects to consider beginning teachers’ lack of preparedness to support diverse learners and does not model principles of equity or excellence outlined in the Alice Springs (Mparntwe) Education Declaration.
Described as an ‘epidemic’ of underachievement, up to half of gifted students exhibit significant underachievement and forty percent do not complete tertiary studies. This underachievement often goes unnoticed because underachieving gifted students can achieve average or high scores relative to their age peers or mask co-occurring disabilities, meaning that they receive instruction that is neither responsive to their high abilities nor their disabilities. Pre-service teachers have been found to hold contradictory attitudes towards students with high abilities, lacking awareness and understanding of evidence-based practices. The omission of high potential and/or gifted students in the Report devalues responsive teaching for students with high abilities, implies it is optional in ITE and school systems, and releases ITE providers and school systems from accountability in ensuring preservice teachers are equipped to respond to this type of diversity.
Described as an ‘epidemic’ of underachievement, up to half of gifted students exhibit significant underachievement and forty percent do not complete tertiary studies. This underachievement often goes unnoticed because underachieving gifted students can achieve average or high scores relative to their age peers or mask co-occurring disabilities, meaning that they receive instruction that is neither responsive to their high abilities nor their disabilities. Pre-service teachers have been found to hold contradictory attitudes towards students with high abilities, lacking awareness and understanding of evidence-based practices. The omission of high potential and/or gifted students in the Report devalues responsive teaching for students with high abilities, implies it is optional in ITE and school systems, and releases ITE providers and school systems from accountability in ensuring preservice teachers are equipped to respond to this type of diversity.