Gifted Education Policy Within A Comparative Context
GIFTED EDUCATION WCGTC Conference – Warwick, U.K. – August 2007
ABSTRACT
Cultural variance exists in the construct of gifted and talented education, and the perceived need to implement formal gifted education policy. An analysis of program descriptions across countries supports the influence of factors of culture that affect the level of participation of countries in gifted education. Factors related to cultural dynamics will be compared across countries of the world as they relate to implementation of programs to meet the needs of advanced students. Results will address the aspects of global policy distinctions that are manifest in preference for use of the concepts of gifted, talented or advanced in policy terminology.