Optimising the Learning of Gifted Aboriginal Students

According to the United Nations Educational, Scientific and Cultural Organisation’s (2000) “Education for All” goals, all students are entitled to opportunities to fulfil their potential. This implies that appropriate programs need to be in place for all children, especially gifted Aboriginal students. Accordingly, this means that all educational institutions in Australia have an obligation to provide involvement and commitment opportunities for all gifted and talented Aboriginal students in meeting their basic learning needs. This goal is not being achieved within Australia. Gifted and talented Aboriginal students have been identified as the most educationally disadvantaged group in the Australian education system (Sydney Morning Herald, 2004). Education for Aboriginal learners varies throughout the states of Australia. While New South Wales has provided excellent modelling of accommodating for inclusion of gifted Aboriginal students, in Queensland the lower representation of Indigenous students in gifted programs suggests inappropriate facilitation. This discussion paper compares and contrasts New South Wales and Queensland gifted Indigenous educational policy, exploring the issues of appropriate identification and programs for gifted Aboriginal students, Aboriginal learning styles and the role of the classroom teacher in accommodating these students.