Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/7283
Title: Early entry: When should a gifted child start school?
Contributor(s): Gallagher, Selena (author); Smith, Susen (author); Merrotsy, Peter (author)
Publication Date: 2010
Publisher: Australian Association for the Education of the Gifted and Talented
Place of Publication: Australia
Handle Link: https://hdl.handle.net/1959.11/7283
ISSN: 1323-9686
Source of Publication: Australasian Journal of Gifted Education, 19(1), p. 16-23
Abstract: This article considers the literature on early entry to school for gifted students in the light of recent developments in the education system of Queensland, Australia. It presents the findings of a multiple case study examining attitudes towards provisions for intellectually gifted students in primary schools as they relate to early entry. Results confirm that some commonly reported concerns and negative attitudes still exist, but that a significant proportion of primary school educators recognise that early entry may be a legitimate response to the academic and social needs of young, gifted children. Some alternative practices and implications for the field are considered.
Publication Type: Journal Article
Keywords: Curriculum and Pedagogy Theory and Development
Specialist Studies in Education
Fields of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130399 Specialist Studies in Education not elsewhere classified
Socio-economic Objective (SEO): 939907 Special Needs Education
939903 Equity and Access to Education
930403 School/Institution Policies and Development
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Peer Reviewed: Yes
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Appears in Collections:Journal Article

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