content - afep - asso · editorial · annette heinbokel, germany 2 - 3 echa conference in the czech...

Editorial · Annette Heinbokel, Germany 2 - 3

ECHA Conference in the Czech Republic · Jitka Fortiková, Czech Republic 4 - 5

The Conference on Gifted Education in Irkutsk · Ludmila V. Popova, Russia 6 - 9

International Scientific Conference, Kaunas 2007, Lithuania · Helga Joswig, Germany 10 - 11

ECHA Annual Assembly 2008 · Johanna Raffan, Secretary of ECHA 12

Meeting the Needs of Gifted Children and Adolescents – Towards a European Roadmap · Johanna Raffan, Secretary of ECHA 13 - 14

Teachers’ Corner

ECHA Diploma News · Ingeborg Mautner, Austria 15

ECHA Certificates for 19 Nursery School Teachers · Gisela Huckriede, Germany 16

Vienna Science Lectures · Eleonora Rieser, Austria 17 - 18

Education of Gifted and Talented Children in Switzerland – New Report Published · Silvia Grossenbacher, Switzerland 19

France Acknowledges Its Gifted Children · Anne-Marie Vandenweghe, France 20 - 23

Day-a-Week School · Carol Cummings & Aileen Hoare, United Kingdom 24 - 26

Book Review 27 - 28

ECHA National Correspondents 29 - 31

Membership Application Form 32

General Committee / Future Events 33 - 34

Content

EuropEan CounCil for HigH ability april 2008

volume 22 · no 1

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volume 22 · no 1 · April 2008ECHa nEWS

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Editorial

Echa News has changed its format again. Now you only need to scroll down the text to be able to read it. As we don’t have to be careful with space any more, the script has become bigger. I hope that these two points will make reading more comfortable for you than the format that was used before. If you have any ideas how to make it even better, I’d be pleased to hear from you.

This is the last issue before the 11th ECHA conference in Prague. Previous ECHA conferences have turned out to have a noticeable impact on gifted and talented education in the area where they took place, and I’m convinced that this will be the case in the Czech Republic, too. A conference “at home” is particularly useful for teachers and students who don’t have the financial means to travel.

In previous issues I have tried to get information from countries close to the conference venue. In this edition you will find an article about an international conference in Irkutsk, Siberia. This is not really close to the Czech Republic, but Russia and its system of supporting gifted children is. We can see that some of the issues are the same world wide: are gifted children best cared for in specialized classes and schools for the gifted? Or is inclusion to be preferred, that means ordinary classes combined with differentiation, individualization and pull-out programmes? This kind of heated discussion could take place almost anywhere in the world.

My own private opinion: whenever people claim that THIS is the best and therefore the ONLY way to educate children with certain abilities or handicaps, they are wrong. What is needed is flexibility within a certain range of options. No country is likely to have the means to offer the whole range of options, preferably free of charge for the parents. Next to the many different ways of enrichment, a good gifted programme must also include different forms of acceleration. Even if the options in the form of enrichment are excellent, there will always be children for whom that will not be enough, who want to be together with older friends or finish school as fast as possible and start with their “real” life.

Another international conference took place in Kaunas, Lithuania. With the list of well known guest speakers from all over the world, it seems the country wanted to get an input of ideas – and hopefully choose the best for their gifted children.

Despite my interest in finding reports from Eastern European countries for this issue, I am just as happy to present papers from the rest of Europe. Silvia Grossenbacher gives a report on how gifted

annEttE HEinbokEl, Germany

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ECHa nEWSEditor ECHA NewsAnnette Heinbokel

PublisherECHA News is published by the European Council for High Ability

LayoutDicks Werbeagentur49080 Osnabrueck · [email protected]

ECHa members also receive:

HIGH ABILITY STUDIESThe Journal of the European Council for High AbilityEditor-in-ChiefHeidrun Stöger heidrun.stoeger@ paedagogik.uni-regensburg.de

Copy ECHA NewsPlease send contributions to:Annette HeinbokelRehmstr. 92k49080 OsnabrueckGermanyTel: +49 541 [email protected]

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children are cared for in the different cantons of Switzerland, while Anne-Marie Vandenweghe informs the readers on how the AFEP has managed to improve gifted education in France.

I was particularly interested to read about the Day-a-Week programme, which was started in the United Kingdom a while ago. I first came across this type of pull-out programme in New Zealand, where it was called One-Day-School. If it is to be offered to gifted children on a daily basis and attended by different children every day, it needs a fairly large catchment area so that there is a large pool of gifted children who can benefit from it. I often hear from families that their child is unhappy and not sufficiently challenged in her/his class, but does have a friend and therefore does not want to leave that class, does not want to skip or move to a new school. DWS is one way of offering the right kind of challenge to these children. – At a later stage when they have become more independent, they may leave school for part of the time and attend courses at a nearby university or start studying online.

Annette Heinbokel, editorContact: [email protected]

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EuropEan CounCil for HigH ability april 2008

volume 22 · no 1

ECHa Conference in the Czech republicJitka fortíková, Czech Republic

this year the 11th Conference of European Council for High ability will take place in the capital of the Czech republic – in prague. apart from its regular impact and focus on the field of gifted education, it has its unique impact on the place of its realization. i would like to give some reasons here why i used the opportunity to organize this conference in our country.

The Czech Republic has been going through the process of curricular reform. During this process some partial changes of the school system setting were done. One of the starting points of the changes was in 2004 when a new School Act came into use. In this document some new trends in the field of gifted education are mentioned, too. Its grounds lie in the individual approach towards gifted pupils combined with the trend of inclusive education. The individual educational plan is meant as a basic tool in both acceleration and enrichment ways, of educational work with exceptionally gifted students.

In the above mentioned sense, one of the gradual changes in the field of education (the movement in the schools, the interest of the teachers) can be observed. The teachers start to be more curious about ways of how to work with the gifted ones in the regular classroom environment. Lots of courses of in-service training have taken place, the ECHA Diploma project is being prepared, some new courses arise at the universities of educational orientation.

The focus of the conference is primarily on successful intelligence and secondly on teacher training. We believe teacher training is the key for the success of gifted pupils, not only in their school years but also later in their professional lives. Therefore we decided to introduce the “main conference” with a two-day pre-conference with the emphasis on enrichment methods of instruction and inclusive and special stream education for the gifted. We hope to attract teachers from the area and from central European countries, even if there is still a language barrier. The pre-conference workshops will be interpreted into Czech and English.

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as conclusion, let me emphasize the important dates of the conference:pre-conference workshops: 16th – 17th September, 2008Conference days: 17th – 20th September, 2008Conference website: www.echa2008.eufurther information: [email protected] for early registration (with payment): April 30th, 2008

Some other practical information:The conference headquarters hotel is Hotel Ibis which is in the central position of the Andel area in Prague. In front of this hotel there will be a conference bus every day ready to pick up the delegates from hotels in the conference area. All other recommended hotels are either within walking distance of the Hotel Ibis or very close to the conference area. The conference organizers also prepared traditional and unusual social events which should make your stay at the conference more pleasurable. Among the offered pre-conference, conference and post-conference activities you can find the welcome drink at Hotel Mövenpick, the gala dinner at the Municipal House, chamber concerts at the Villa Bertramka or half-day and full-day trips around the country, or an inspiring evening boat trip on the river Vltava with music and a buffet dinner. We have also prepared an interesting programme for those accompanying conference delegates.

pre-conference workshop speakers:Mrs. Johanna Raffan (United Kingdom)Prof. Dr. Diane Montgomery (United Kingdom)Dr. Jana Jurášková (Slovakia)Prof. Dr. Joseph Renzulli (USA)Prof. Dr. Sally Reis (USA)

Keynote speakers:Prof. Dr. Robert J. Sternberg (USA)Prof. Dr. Diane Montgomery (United Kingdom)Dr. Kimberley Chandler (USA)

invited speakers:Dr. Christian Fischer (Germany)Dr. Willy Peters (The Netherlands)Dr. Jana Jurášková (Slovakia)Prof. Dr. Daniela Ostatníková (Slovakia)Dr. Stanislav Zelenda (The Czech Republic)Prof. Dr. Todd Lubart (France)

Jitka Fortíková, PhD, is chairman of the Centre of Giftedness and of the 11th ECHA conference Contact: [email protected]

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the invitation to take part in the conference in the city of irkutsk came to me all of a sudden: my mobile called when i was walking along a Moscow street. to arrive on time i had to fly two days later! there was no hesitation: it was a chance to see legendary Siberian people known for their spirituality, creativity and fortitude in their motherland near the lake of baikal, called the “sacred sea” in russia. after five hours of flight i was taken to the conference venue: a modern wooden settlement amidst strong tall cedar and fir trees on the bank of the river angara. it was about 20 kilometres from the city.

The 5th International Conference on “Psychological and Pedagogical Problems of Giftedness: Theory and Practice” started its work on 7th September, 2007. About 100 researchers, teachers, and school administrators were present. There were specialists from such countries as Mongolia and Kazakhstan. These types of conferences are held every two years here and are included in the presidential programme “Gifted Children”.

To better understand the situation of gifted education, here are some facts of its history in Russia. At the beginning of the 20th century the idea of the identification of the gifted and their specialized education was rather popular among educators. Psychologists worked out a number of intellectual tests and questionnaires for selecting the gifted. In 1936, gifted education as well as any selection were forbidden by governmental law.

The second period in the history of gifted education started in the 60s with the organization of specialized schools and boarding schools for the gifted in the sciences and in learning foreign languages. Outstanding psychological studies of the mathematically gifted (by V. A. Krutetskii) and

luDMila v. popova, Russia

the Conference on gifted Education in irkutsk

Conference participants

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of personality traits favourable to the realization of high ability (by N. S. Leites) were conducted. Though special schools continued functioning in the 70s, further research of the problem was discouraged.

Only at the end of 80s research work in the field as well as interest in the gifted were revived (third and present stage). The laboratory of gifted psychology organized by Prof. A. M. Mat’ushkin at the Psychological Institute of the Russian Academy of Education (Moscow) played an important role in the process. The laboratory is functioning successfully, contributing to research and practical work with the gifted. At the institute there are two more laboratories involved in the problems of the realization of giftedness: the laboratory of creativity and the laboratory of talents in arts.

The first governmental programme “Creative Giftedness” was approved by the State Committee on Education in 1990. It aimed at supporting the creativity of the gifted in all the domains. To some extent the first Russian textbook for universities “Giftedness in Children and Adolescents” (ed. N. S. Leites) was published under its influence in 1996.

Since 1997 the second governmental programme “Gifted Children” has been active under the supervision of the Ministry of Education. It was part of the wide Presidential programme “Children of Russia”. Within this programme many schools, educational centres, summer schools that worked with the gifted in different cities and towns were provided with the necessary equipment, e.g., computers, with access to the internet. A series of books on gifted psychology and gifted education for teachers, psychologists, and administrators were written, published and sent to all the regions of Russia free of charge. In 1998 a guidebook “The Concept of Giftedness” was compiled for the practical needs of gifted education.

In August 2000 the programme “Gifted Children” obtained an independent status. There are some differences in gifted education among the regions of Russia. Naturally, local educational committees adapt programmes for the sake of a region taking into account cultural traditions and present economical needs. At present olympiads, competitions in various subjects, are regularly conducted in Russia. The gifted students who show the best results in the competitions are awarded with presidential grants or trips to be acquainted with the cultural heritage of the country. About 9000 grants were given to the winners in 2007. It should be added that there is a general positive attitude to gifted people in the country. The attitude changes in the different layers of the society. Nevertheless, one of the most popular thoughts is that gifted people will help Russia to reach economical and social prosperity.

Within the programme, studies in the field of giftedness and practical support of gifted education were initiated in the State Irkutsk Pedagogical University (Siberian region). In 1994 Dr. Lumila I. Larionova, the chair of psychodiagnostics and special education, organized one of the first regional research laboratories “Psychology of Giftedness”. The main goal was to find factors, related to specific regional culture, which promoted and hindered the realization of giftedness in children and

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students. A longitudinal study of the gifted was launched in schools, lyceums1, gymnasiums2 and universities of the city and the region. The research team came out with their own definition of giftedness as an integral personality characteristic with spirituality as the highest level and the core of its development. So a number of projects in different groups of the gifted were implemented to find out how to stimulate spiritual development. The laboratory works in close collaboration with school administration, teachers and parents and influences gifted policy in the region. They are also open to international experience.

During the conference there were various forms of presentations: keynote speakers’ lectures, thematic sessions, round-table discussions, short term trainings. The keynote presentations were devoted to the most significant problems of giftedness. Professor Marina Kholodnaya (Moscow) spoke about the lifetime intellectual development of the gifted from early childhood to adulthood. Dr. D. Ushakov (Moscow) discussed educational problems related to dissynchrony in the development of the gifted. Independent projects of primary school students were the subject of Prof. A. Savenkov’s (Moscow) presentation. The main results of the programme “Gifted Children of Irkutsk” were given by Prof. L. Larionova and Natalia Yalovitskay.

The traditional problems of the gifted were explored at four thematic sessions: “Early Identification and Development of the Gifted”, “How to Stimulate Intellectual and Creative Giftedness”, “New Technologies in Gifted Education” and “Out-of-School Activities for the Gifted”. Supplements to these sessions were workshops for sharing good practice by teachers and researchers which could be used with the gifted. During one of the workshops the participants were taught how to use modern dances to unleash spontaneous outbursts of creativity and to overcome stressful life situations. Ways of stimulating cognitive processes in learning were demonstrated at the second workshop. The third workshop aimed at the neuro-psychological assessment of difficulties typical for the gifted with so-called “double exceptionality”.

A hot discussion took place at the round-table talk on problems of the gifted in the present educational system. Some participants gave convincing evidence in favour of specialized schools and classes for gifted students. Their opponents insisted on the advantages of differentiation and individualization within the ordinary classroom. One more round-table talk was devoted to rich opportunities of out-of-school activities in all the domains of giftedness. The city of Irkutsk is full of different types of institutions contributing to the development of the gifted: musical and sports schools, sciences clubs and ecological camps, traditional arts sections and a young businessman forum to name just some of them.

The main result of the conference was achieving better understanding of how to meet the needs of gifted children through shared examples of good practice and the examination of research that has influenced the curriculum and assessment. What is important: regular workshops for in-service teachers are functioning in the course of the school year to provide them with assistance from the university scientists.

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After three days of intensive work I flew back with a strong wish to visit Irkutsk once more to meet students at schools, to observe their activities and to exchange gifted education news with their mentors.

Ludmila V. Popova is Associate Professor at the Moscow State Pedagogical University.Her main research interests are in gifted females and in teacher training for gifted education.

Contact: [email protected]

1Lyceum is the word used in Russia for more than 150 years to denote schools of higher level, not always like grammar schools, though Greek and Latin were taught there. At present classrooms with a specialized curriculum in math, sciences as well as in literature could function in a lyceum. As a rule lyceums are for high school students beginning with the age of 12-14.

2In Russian – as well as in German and probably a number of other European languages - the word ‘gymnasium’ is used for a grammar school. Here ’gymnasium’ means a school with an enriched curriculum for different subjects plus two foreign languages taught from the very start of schooling (6-7 year old students) till the graduation of school (17-18 year old students). Gymnasiums include students of all school ages in comparison to lyceums.

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from 5th - 7th october 2007, the kaunas university of technology in lithuania was host to an international scientific conference on the topic of “gifted Children: Challenges and possibilities”. the range of topics and goals of this conference shows that lithuania - a relative newcomer to the European union - is interested in working in gifted research and gifted support on an international level. the list of conference participants reflected the objectives to incorporate and to use the knowledge and experience of other countries in this work. the conference participants numbered well over one hundred, among them researchers from universities and professionals from counseling centers and schools. they made up an international group, hailing from countries such as france, britain, austria, russia, the uSa, germany, new Zealand, Canada, brazil, Spain, and of course lithuania. the importance of this conference was emphasized by the attendance at the opening ceremonies of representatives from the Ministry of Education, the lord Mayor of kaunas, the president of the university of technology and other public figures of the city.

After the introductory presentations on the Situation of Gifted Children Education in Lithuania by the Lithuanian State Secretary of the Ministry of Education, Dainius Numgaudis, and Prof. Dr. Bronè Narkeviciene (Kaunas University of Technology), Prof. Dr. Joan Freeman (London) gave the first keynote presentation on “A Three Decade Study of Gifted and Talented Children”. The study gave interesting insights into the different developments in the life courses of the gifted. In a second keynote presentation Prof. Dr. François Gagné, (University of Quèbec in Montréal, Canada) spoke of his Differentiated Model of Giftedness and Talent (DMGT) as a “Theory of Talent Development”. Other presentations on “The Role of Psychologists in Defining Gifted Lithuanian Children” and “Socio-demographic Characteristics of Intellectually Gifted Children in Lithuania“ rounded off the first day of the conference.

The second day began with a keynote presentation by Prof. Dr. Detlef Rost (Marburg, Germany). In his presentation, Prof. Rost elaborated on “The Marburg Giftedness Project - A 20 Year Longitudinal Study: Design and Selected Findings.” Prof. Rost also presented a paper by Walter Diehl, Hessian Cultural Ministry, who was unfortunately unable to take part. The paper described the opportuni-ties of gifted support in the State of Hesse and had the topic “Nurturing Gifted Pupils: Strategies Implemented by the Government of the State of Hesse“. Another keynote presentation was given by Dr. Waltraud Rosner (Austria) on “National Policies and Programmes for the Gifted and Talented in Austria.”

In the afternoon of the second conference day, Dance Bonka (University of Latvia) spoke on “Opportunities for Mathematically Gifted Junior Students in Latvia”. Prof. Dr. Helga Joswig, (Rostock, Germany) presented the results and findings from a longitudinal study “Supporting Highly Gifted Pupils in Lower Elementary Classes: A Longitudinal Examination.“ Prof. Dr. Roger Moltzen

HElga JoSWig, Germany

international Scientific Conference, kaunas 2007, lithuania

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(University of Waikato, New Zealand) spoke on the problems of “Nurturing Talent with the Potential to Change the World“. Prof. Dr. Jean-Luc Patry (Salzburg, Austria) titled his talk “Combining Values and Knowledge Education for Gifted Children. Concept and Experiences with International Summer Campuses for Students of the Upper Secondary Level”. Prof. Dr. Diana B. Bogoyavlenskaya (Russia) spoke about “Research Activity as a Way of Giftedness Development”. St. Agnè Brandisauskienè (PhD, Lithuania) spoke on the “Connection between the Moral Values of 9th and 10th Year School Children and their Attitude towards the Gifted Peers.” The presentation by Ms. Sigita Kilkutè (Lithuania) on “The Criteria for the Gifted Preschoolers Identification” ended the second conference day.

The third day of the conference was devoted to representatives from various countries who reported on methods, projects and programmes for supporting the gifted. Prof. Dr. Taisir Subhi Yamin (International Centre for Innovation in Education, Paris) spoke on “New Directions in Gifted and Talented Education“. Renata Rodrigues Maia-Pinto (Ministry of Education of Brazil) spoke on “Public Policies for Gifted Students in Brazil: A Challenge Pilot Project”. Dr. Harald Wagner and Volker Brandt, (Bildung und Begabung e.V., Germany) spoke on the topic of “Challenging Gifted Adolescents in International Academies“. The topic of “Differences in the Development of Creative Competencies in Children Schooled in Various Learning Environments” was addressed by Prof. Dr. Maud Besançon and Prof. Dr. Todd Lubart (Universitè Paris Descartes, France). Prof. Dr. Gemma Vilaseca Gonzàlez (Barcelona University of Pedagogy, Spain) called her talk “Evaluation of the Programme for the Assessment and Collaborative Intervention in Meeting the Special Educational Needs of the Gifted in an Inclusive School Context”.

In the last part of the conference, different talks addressed topics that dealt with the practical realization of theories. Interesting and practical approaches used by school programmes to support their gifted pupils were presented.

The conference in Kaunas was a success in that it created an effective balance between theory and practical relevance. The participants obtained valuable information about practices in different countries, received many different impulses for their own work, and had the chance to exchange thoughts and knowledge among each other.

Prof. Helga Joswig, PhD, is a professor of educational psychology at the University of Rostock, Germany, Institute of Educational Psychology. She is a member and has been vice president of the “Arbeitskreis Begabungsforschung und -förderung e.V.”, since 1995. She has been a member of the WCGTC since 1993 and of ECHA since 1994.


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You are invited to the Annual Assembly of the European Council for High Ability to be held at the ECHA Conference in Prague at the Conference Centre Prague on Thursday 18th September 2008 at 5.45pm. agenda

Apologies1. Minutes of the Annual Assembly in Lahti 20062. Report from the President3. Report from the Secretary4. Financial Report from the Treasurer5. Acceptance of audited accounts presented by the Auditors6. Results of elections to the General Committee7. Appointment of Auditors8. Any other business (notified to the Secretary before the meeting) 9.

Johanna M. RaffanSecretary

ECHa annual aSSEMbly 2008

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fifty delegates from nineteen countries gathered in brussels on the 26th and 27th november 2007 to plan a European roadmap for gifted and talented Education. the Conference was organized, under the umbrella of the Eu, by the European Cooperation in the field of Scientific and technical research (CoSt) and included researchers, practitioners and industry, plus members of the Eu Commission and parliament. fourteen of the delegates were ECHa members and it was good to see a delegate from norway for the first time.

Peter Droll, Head of the Private Office of the European Commissioner for Science and Research said “A competitive and dynamic knowledge-based society thrives on the talent of its people, the global challenges are daunting and therefore no European potential should be left unexplored. Listening to the specific needs of gifted children and promoting them can be an important step towards this aim.” Hiltrud Breyer, Member of European Parliament, an advocate of gifted and talented education and keen to place it on the European Agenda, stressed the necessity to act immediately through a European Roadmap on the development of gifted and talented education. It was agreed that the roadmap should serve as a flexible framework, pursuing a common vision while allowing the member states who are in charge of education to set their own priorities. Nurturing excellence has become an overarching goal at the European level while member states have to develop education systems that promote every individual’s special abilities.

Twenty one presentations, from across Europe, on all aspects of gifted education enabled the group to develop an ’Action Plan for Gifted and Talented’ as part of the Lisbon Strategy.

A resolution was drawn up as a guideline to the Commission and urging them to set up a European Gifted and Talented Working Group to take this work forward.

the resolution included the following:

Development of effective learning and teaching strategies for the gifted and talented in ■

order to enhance the effectiveness of the education provision (defined as a benchmark for implementation of the Lisbon goals)

Enhance international cooperation through exchange of good practice, to develop the ■

potential of our young people for the children’s and society’s benefit

Involve scientists, research facilities and industry in the development of education for our ■

gifted and talented

JoHanna raffan, United Kingdom

Meeting the needs of gifted Children and adolescents – towards a European roadmap

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Establish and agree on common perspectives in order to enable the development of road ■

maps facilitating the exchange of experience

Improve the education and training of teachers and school administrations to advance the ■

provision of gifted and talented learners

Provide capacities for information-sharing and collaboration between gifted and talented ■

educators and policy-makers

ECHA welcomes this resolution and looks forward to future cooperation with the Commission.

Johanna M. Raffan is Secretary of ECHAContact: [email protected]

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another year has gone by – high time again to give an overview of recently awarded ECHa Diplomas. only a few courses finished in 2007/08, but produced new ECHa Diploma holders – some of them cum laude.

ECHa Diplomas 2007/08

Some ECHA Diploma courses in austria will start in 2008. These courses have been adapt-ed according to the ECHA guidelines. Teacher training programmes wishing to be recog-nized by ECHA should meet these guidelines and have to be approved by Franz J. Mönks and Christian Fischer, now Programme Director of the ECHA Diploma. In Switzerland an ECHA Diploma course will end in 2008. (For detailed information please see the websites: www.echa-switzerland.ch and www.echa-oesterreich.at)As for ECHA Diploma courses in other countries, none seem to have taken place, according to several National Correspondents (Zena Poulli from Cyprus, Carmen Cretu from romania, Wilma Vialle from australia). Jasna Lay, the only ECHA specialist in Croatia, hopes that “probably things will go better when we join the EU!” She gives all the necessary information about the ECHA course via the website and during teacher trainings in collaboration with the National Education and Teacher Training Agency. Although some teachers are interested in information concerning ECHA training, she is afraid that nobody will apply – something not unusual regarding the low income in their schools and lack of national programmes for the gifted. Similarly, Ludmila Popova from russia states that there are no ECHA Diploma courses because of the language and the cost of the courses, which are too high for Russian teachers. But in fact there are numerous schools and classes for highly gifted students in Russia. Micky Radoux, president of ALPEIP (Association Luxembourgeoise Pour les Enfants Intellectuellement Précoces), informs us that currently there are no ECHA Diploma courses offered in luxembourg nor do they have any newly awarded specialists. However, it might be of interest to know that there is ongoing research by the National Research Fund (FNR - Fond National de la Recherche). Other National Correspondents did not reply – so much for the current state of affairs!

Ingeborg Mautner, Mag.rer.nat., is a teacher and consultant of the özbf in Salzburg and in other institutions with further training courses for teachers. She holds the ECHA Diploma cum laude.


ECHa Diploma news ingEborg MautnEr, Austria

Country number of diplomas Cum laude Contact

Austria 49 4

Lower Austria

28 [email protected]@lsr-noe.gv.at

Upper Austria 21 2 [email protected]

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in March 2008, the 7th ECHa Certificate Course finally came to an end in osnabrück. Since December 2006, 19 nursery school teachers studied, learned and prepared their projects.

Since 2003, staff of half of the day care centres in the city - there are 65 kindergardens and 25 after-school centres - have taken part in in-service training. This raised interest in young gifted children and also meant that a large group of the kindergardeners was keen on taking part in the certificate course. A substantial sum of the money for the course was paid for by the city of Osnabrück, the Citizens’ Foundation for Osnabrück and the institutions responsible for the kindergardens, so that the kindergardeners had to pay only little themselves. This shows the high interest in improving the education of kindergarden children in the city and it means that there will probably be few cities in Germany where such a high percentage of nursery school teachers has had in-service training and/or the ECHA Certificate.

Artur Jager from the Citizens’ Foundation was proud that the course he had initiated with the support of the group “Albert and Marie need you” had come to a successful end. He hopes that all the children in Osnabrück’s kindergardens will benefit from the kindergardeners’ newly gained knowledge.

The course was organized by Prof. Dr. Dagmar Bergs-Winkels together with Renate Brehmer and Monika Kaiser-Haas. The certificates were handed out by Franz Mönks.

Gisela Huckriede is a nursery school teacher, she studied social paedagogics and she is a consultant for nursery schools; she has just passed the ECHA Certificate in Gifted Education together with her colleagues. Contact: [email protected]

ECHa Certificates for 19 nursery School teachers giSEla HuCkriEDE, Germany

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Genes and Health? Who reads Latvian telephone books AGTCGCCCTTGACAG…? ■

How clever are robots? Science fiction is happening now. ■

Does the mouse have any relations? Experiments which have to do with the computer ■

mouse and similar input “animal search”. Why is counting in a circle puzzling? Encoding and decoding – hidden writing and open ■

writing. Why do athletes continually get better? How to find the best training methods. ■

these are some of the questions that viennese pupils will receive answers to from scientists during the summer term of 2008 in the viennaSciencelectures and workshops.

The first lecture “Genes and Health?” was given by Prof. Josef Martin Penninger at the Vienna Board of Education to an audience of 180 3rd-5th grade pupils on 5 February 2008. It was obvious from the reactions of the pupils that they thoroughly enjoyed it. Angela (8) wrote the following: “Today, Thomas … and I were at the Board of Education for a lecture about the body. First of all we took the tram … Josef Martin Penninger told us about our bodies. He said that flies are more related to us than monkeys! And he explained that we are made out of four letters A, C, G and T. 99% of these letters are identical in everyone and only one of them is responsible for the fact that people look different. Every human being has 1,000,000,000,000,000 cells! But we were formed out of only one cell – the stem cell … afterwards we got something to eat and drink.”

The themes and content of the lectures will be selected so that they reflect the life situation of the children and their experiences at school. It is important that the children have some point of contact to the special area that is covered. That is why Prof. Penninger wore a pair of mouse ears during his lecture to draw attention to his research about the genetic structure of mice. The special surprise effects that were part of the lecture helped to cement the contents in the memory of the pupils.

Teachers can work on preparing the topic before and working on the content of the lecture afterwards. In this way the ViennaScienceLectures support the development of individualized areas of pupil interest as well fostering self-directed learning. The ViennaScienceLectures series aims at not only being interesting and amusing but also at strengthening and supporting the learning process.

viennaSciencelectures a project of the vienna board of Education competence centre for the support of special aptitudes and giftsElEonora riESEr, Austria

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Our goal is to confront children at an early age with complex and challenging topics of the knowledge society. The ViennaScienceLectures series, a Vienna Board of Education project in cooperation with the Unversity Technikum Vienna, started in February 2008 and is aimed at 7-14 year old pupils.

Professors at the University of Vienna and the Technikum are very interested in presenting lecture and workshop content in such a way that it can be easily understood and in a way that it will arouse the interest and curiosity of the young students. The series will consist of lectures combined with very hands-on workshops from a variety of scientific fields so that the ViennaScienceLectures pupils gain insight into many different scientific areas.

We want to foster a creative exchange between pupils and different scientific disciplines; that is why ViennaScienceLectures are free of charge.

Eleonora Rieser has a PhD in Art History and served as Chief Librarian for the Austrian Federal Ministry of Education responsible for the Federal Province of Burgenland. Since 2003, E. Rieser has been working at the Vienna Board of Education as consultant and academic advisor.


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the Swiss Coordination Centre for research in Education has published a report on measures for gifted and talented children provided in the cantonal school systems. this report has been prepared in close collaboration with people responsible for gifted education in the cantonal school administrations. the report shows that measures for exceptionally able students have been developed in all cantons over the past few years and are now well anchored in the school systems. Educational and school policy for exceptionally able students is based on the principle of inclusion into mixed ability classes.

there are four types of measures and offers provided to meet the needs of exceptionally able students:

enrichment (differentiation of classroom provision), ■

acceleration (early school entrance, skipping classes, curriculum compacting, working with ■

older students in some subjects),grouping (lessons for exceptionally able students outside the regular classroom), ■

support for teachers and schools (further teacher training and coaching, guidelines for ■

teachers and parents, materials for enrichment).

In Switzerland support measures for gifted children have been planned and realized since the late 1990s. Their successful implementation is owed to a close collaboration between experts, policy makers, teachers and parents. At the core of this collaboration there is an active network (Netzwerk Begabungsförderung) promoting policy development in this topic.

Beside the overview of policies and strategies, measures and offers for exceptionally able students, the report also shows perspectives for further school development based on evidence from recent research on gifted and talented youth.

Last but not least there are four case studies included in the report which give an impression of the variety of school policies appropriate to meet the different needs of exceptionally able students.

The report is published in German (Begabungsförderung – kein Tabu mehr) and can be ordered at www.begabungsfoerderung.ch or www.skbf-csre.ch.

Silvia Grossenbacher, PhD, is Associate Director of the Swiss Coordination Centre for Research in Education and Coordinator of the Swiss Network “Begabungsförderung”.


Silvia groSSEnbaCHEr, Switzerland

Education of gifted and talented Children in Switzerland – new report published

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a big step on 25th october 2007

Sophie Côte, headmistress of the Collège du Cèdre in vésinet near paris discovered that despite exceptional gifts certain children do not seem to profit from additional lessons in their classes.

So 15 years ago she started one of the first classes with a curriculum specially designed for so-called gifted children.

in 1993 she founded the afEp (association française pour les Enfants précoces). in September 2007 Sophie Côte handed the presidency over to vlinka antelme, who leads the society in her spirit. Sophie Côte supports her and remains the honorary president.

Today the AFEP consists of scientists, physicians, psychologists, headmasters, teachers, kindergarten teachers, educators and parents of gifted children.

With precision and determination the AFEP tries to convince the Ministry of Education that the contents of lessons and teaching will be adapted in a way that boredom and rejection of school by gifted children are avoided. This determination of AFEP and some other associations will achieve fundamental modifications in the area of the French school law.

in a previous edition of ECHa news (vol. 21, no 1, 2007, p.5) i wrote:

at the beginning of school year 2005 two texts were presented:Article 4-1: In primary school only one grade can be skipped. Under specific conditions and with the agreement of the Regional Administrator another grade could be skipped as well. Article 4-2: In primary school, readjustments of the curriculum could be offered if the child shows special skills and the ability to learn fast. In this case the children can move ahead faster in the programme.The AFEP gives support to gifted children and will continue to be active in developing its initiatives, in informing the parents and in training teachers.

As this confirms the AFEP’s aims, it will continue its work with the help of more than 150 highly motivated volunteers in France and some bordering countries.

The AFEP develops its activities in four directions: in research, with parents, with teachers and educators as well as with physicians and psychologists.

annE-MariE vanDEnWEgHE, France

france acknowledges its gifted children and mobilizes its energies to allow them to develop their talents

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Cooperation with scientists / research

The AFEP stays in continuous contact with scientists; this concerns education as well as brain research during learning procedures. During the AFEP conference - which takes place every other year – in the Palais de Luxembourg in Paris on 2nd February 2008, Franck Ramus, scientist at the CNRS1, laboratory for cognitive sciences and psycho-linguistics at the Ecole Supérieure in Paris and Jean-Pol Tassin, neuroscientist, head of research at INSERM2 at the Collège de France explained firstly the genetic influences on the development of cognitive functions and secondly the analogous and cognitive methods of learning strategies of the brain.

Cooperation with psychologists

The AFEP has built a network of psychologists who support the aims of the association. They add their knowledge and organize meetings to concretize and share its procedures concerning gifted children. A representative of the psychologists must be involved in the decisions of the association.

Cooperation with parents

The understanding of the characteristics of gifted children has increased and the parents are beginning to be better informed. Regional representatives of the AFEP advise the families and help them to acknowledge their gifted children from an early age.

The following models of behaviour seem to help parents of small children to recognize them as gifted

a child, who is interested and tries to understand the meaning of letters and even tries to ■

learn to read or to count;

a child who uses a larger vocabulary than children of the same age; ■

a child who is anxious and insecure, who behaves respectfully towards adults and trusts in ■

the rules set down by adults in society;

a child who is attentive and questioning and wants to discover things; ■

a child who sometimes excludes children of the same age because they are too ‘babyish’, ■

but feels drawn towards older children and adults, as these are able to answer their questions concerning life;

a child who looks for and needs the acceptance of others and his parents in order to ■

develop his own self-esteem.

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When the parents ask themselves whether their child is gifted or not then there is only one answer: the implementation of an IQ test. This allows to tell the differences of this child compared to others.

Cooperation with educators

For the last fifteen years the AFEP has suggested the training of teachers in their schools as well as training units for teachers (in groups) coming from various schools.

This suggestion has just been officially accepted by the Ministry of Education and has been added to the official curriculum of national education. There we can read, amongst others, the following excerpt:In its article 27, codified 321-4, the law of orientation and the programme for the future of schools demands a better acknowledgement of the gifted or of those children who show special abilities and who easily and quickly carry out exercises, especially in suitable institutions. Starting from a dialogue with the parents and information by school psychologists the school gives answers which can vary: enrichment in fields where they are successful, acceleration of the school career, and well-chosen measures to teach highly-gifted children in classes especially formed for them.

these measures assume:

improvement of identification of the abilities as soon as the school or the parents signal ■

that there are problems;

improvement of information of teachers and parents concerning the giftedness, the ■

characteristics shown by the pupil and the answers which can be given;

the organization of information systems (on the level of the districts and universities) ■

with the aim to help the pupils and their families, as well as the educators ... basic training... in-service training ... training of head teachers ... the systematic organization of the training of school psychologists concerning the identification of gifted children;

to put these measures into practice, a national group will be formed to develop a guide ■

line and to work out a conception of educational modules which will unify document sources and methodological guidelines. This group will also work out efficient methods which will aim at giving answers and to guarantee the implementation.

The heads of local education authorities will ask the institutions of inspection to act for the gifted children. To be successful they should be supported by the IUFM3, the teachers of the IUFM and by organizations of which some work very hard for the good of gifted children (i.e. the AFEP).

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To achieve this they will rely on the IUFM and its coaches, as well as on institutions, of which some may have something important to add.

This text means that AFEP is acknowledged because of the measures it has taken for more than 15 years. Strengthened through this acknowledgement, it will develop more ideas concerning the training of teachers and educators.

This training should allow limiting the rate of failure of gifted children in schools. This progress will be achieved through a successful implementation by the teachers as well as through the informa-tion of the parents about the functioning of their children.

The reduction of failure rates and the development of the experience of successes should make France accept the challenge, because it will allow its gifted children to use their competences for themselves and their country.

Translation: Elisabeth Geelvink Anne-Marie Vandenweghe is the Assistant Director of the “Collège St Louis” in Le Mans.


1Centre National de Recherche Scientifique 2Institut National de la Santé et de la Recherche Médicale3Instituts Universitaires de Formation des Maîtres (instituts which train teachers)

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Day a Week School is a new venture in which Carol Cummings and aileen Hoare of the DWS partnership, in partnership with the national association for able Children in Education (naCE), provide a weekly, whole-day, teaching and iearning programme in mathematics, science, thinking skills and philosophy for exceptionally able kS2 youngsters. this exciting development (in which participating schools, working as a partnership or collaborative, fund a DWS-trained teacher to work for one day a week with targeted children) is an important programme through which schools can take a significant step towards personalising the iearning needs of their most able children.

“DWS is cool, and more challenging than normal school which is 'kind of good’.” Pupil

up and runningWhile background and development work on this project has been ongoing for some time, NACE/DWS are now delighted to announce the news that there are currently four successful DWS classes already operating in the North West. Furthermore, plans are in hand for more classes to begin soon. Aileen and Carol, creators of the model, are currently in discussion with schools and LAs as far apart as Hartlepool and Hertfordshire, Lancashire and London and the initiative Iooks set to take off as evidence grows of the impact of the scheme on both the able young people involved and on the climate for Iearning which it engenders in participating schools.

positive feedbackFeedback is very encouraging from DWS pupils, parents, headteachers and teachers. Parents have been surprised at their childrens’ enthusiasm. ‘My child Iives for Wednesdays,‘ announced one delighted mum.

Joy in learningIn many cases, both children and parents have found that a surprising feature of DWS provision has been that problems were posed to which they could not immediately come up with the right answers. Children have had to learn about exploring problems and enjoying the experience of learning to learn, which is a key feature of the programme. Parents themselves have commented that they have found the DWS homework challenging and that the whole family has become involved in its completion, which has had a very positive impact on the child‘s attitude towards school work (which in some cases had become rather jaded). Others have said that the experience of facing increased challenge has proved to be highly positive for their children who are gaining confidence in thinking creatively and working towards creative solutions to problems.

Carol CuMMingS & ailEEn HoarE, United Kingdom

Day-a-Week School

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improved relationshipsThrough DWS, children have formed new relationships and have enjoyed working with children of similar ability. Already parents are beginning to set up informal DWS parent groups and routinely support each other in practical terms, such as through providing lifts to and from DWS classes.

“Being able to offer these children the chance to work ‘outside the box‘ will, we feel, be of great benefit, and we wish the project well for the future.“ Parent

professional DevelopmentThere is now a growing band of ‘lead‘ headteachers, who are providing the support to ensure the smooth running of their group‘s class; thus forming yet another network of professionals directly concerned with the education of able pupils.

“My first reaction was that this would be great for the children who would be able to attend the school, however, the impact has been far more than this. There is a buzz in school.

G&T is being talked about by all the staff.

The presence of the school on site means that staff have the opportunity to go & see what is going on in the school. The members of staff whose children are attending are also

benefiting from the information that is provided by the GT school teacher so that it is giving them ideas that they can use in class. Next steps are to build on this and use the planning

ideas as part of a staff meeting.“ Headteacher

Similarly, DWS teachers, who meet formally each term as a requirement of the programme, have also set up their own informal email groups to share planning, discuss day-to-day issues and develop ideas for their classes.

The initial group of DWS teachers undertook two very intensive days‘ training at Oxford Brookes University in September as part of their accredited professional development. Additionally, there have been two further training days with DWS staff for all teacher-deliverers of the day-a-week provision.

In addition to this comprehensive training programme, DWS teachers are also supported through termly monitoring and development visits to help them embed the philosophy and practice of DWS in their groups. So far, the experience of DWS teachers has been highly positive and most comment that their DWS work is enjoyably different from the work they undertake on the other four days each week in their home schools.

NACE/DWS are training facilitators, who will support groups of schools to set up DWS classes. The training will assist participants in leading schools through the process of identifying the children, appointing the teacher, negotiating with/talking to parents, and administering the class, as weIl as

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quality assuring the teaching and learning delivered through the DWS programme. Details of the training events are available on www.nace.co.uk

Case Studies

richard (Y3) started DWS working at a similar Ievel to the Y6 children in his class. His thinking, however, proved to be on a level way beyond that of the other children and also of the teachers. In spite of this, when he started DWS he was unable to sit still or concentrate for more than a very short time. He is the sort of Iittle boy who learns while hanging upside down off the chair. In his ‘home’ school, he was used to being in trouble constantly and as such would admit to things he hadn‘t in fact done. Richard is now thriving on the challenge of DWS and the opportunity to work with those who think at his level. But he is also greatly benefiting from being in a class where the way he learns is understood. He enjoys the freedom that DWS gives him to learn in a way that suits him. His parents have noticed that his enthusiasm for learning has been re-ignited and that his ability to concentrate has improved.

Significantly he is now in trouble at his home school far less often.

Michael is a Y4 boy from an extremely deprived background both in financial terms and in respect of general care and well being. He had shown Iittle interest in and no commitment to school for several years. At one time his behaviour had merited an lndividual Behaviour Plan. His self-esteem was extremeIy low. His mother found it difficult to support his educational needs, and frequently missed meetings at school; she was however concerned about his aggressive behaviour.

Michael now arrives for DWS clean and tidy and with a thirst for the day‘s activities. He completes all homework tasks, frequently working with his mother who is now interested in his learning experiences and has also begun to take advantage of opportunities offered to Michael‘s twin sister, who does not attend DWS. Without a doubt as a result of Michael‘s attendance at DWS the aspirations of his whole family have been raised.

Christopher Y6 who is severely dyslexic and has been on his school‘s SEN register since Reception has just completed his first term at DWS. His parents were delighted to be able to tell us that DWS matches perfectly the way in which Christopher thinks and that finally after years and years of support to little effect, he has suddenly, in the last half term, begun to manage his dyslexia and is making progress with his literacy skill development. They are amazed that all the focus on his learning difficulty produced very few results but that focussing on his exceptional abilities particularly with respect to thinking, maths and science has had such an incredible effect on all aspects of his learning.

Carol Cummings is an adviser for gifted and talented children.Aileen Hoare is an advisory teacher and a teacher.

Contact via [email protected]

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Both editors of the new German book “Begabt sein in Deutschland” (2007) are internationally well known experts on gifted education. Fifteen years ago (1993) K. A. Heller, one of the editors, together with two colleagues (from the Netherlands and the United

States), published the “International Handbook of Research and Development of Giftedness and Talent“ (Heller, Mönks and Passow (eds.) (1993) Pergamon Press, Oxford) and one of the eighty authors of the handbook wrote in his article: “This volume presents a view of the breadth and depth which the field of gifted education has reached in the last few decades“. This sentence is also most relevant for the new book. The Secretary of the World Council for Gifted and Talented Children (WCGTC) T.S. Yamin mentions in his introductory address “Gifted education is booming in Germany. As a reflection of the growing interest in giftedness, creativity, talent development, excellence in education and expertise, this publication is a notable indication that Germany is doing more in education... This book has particular value for teachers in Germany“. This is not only true for German teachers but also for European educators. The OECD and CERI have published a new and most interesting book titled: “Teachers Matter - Attracting, Developing and Retaining Effective Teachers” (Berlin / Paris June 2005).

“Begabt sein in Deutschland“ gives an actual overview on giftedness, creativity, talent development and excellence in education written by thirty-one educational and psychological experts. Two of the twenty articles are by German Ministers of Education (Berlin and Baden-Württemberg). Reading this book confirms the impression that Germany has attained an international level of research and development on giftedness. Germany may well be considered one of the leading nations in this domain” (T.S. Yamin, WCGTC).

“begabt sein in Deutschland“ consists of five parts. they are: On educational economy ■

On psychological perspectives concerning giftedness ■

On educational aspects ■

On the societal and political situation ■

A summary and new developments. ■

book rEviEW

by gottfriED klEinSCHMiDt, Germany

begabt sein in DeutschlandKurt A. Heller & Albert Ziegler (eds.)Band 1 der Reihe: Talentförderung – Expertiseentwicklung – Leistungsexzellenz, LIT Verlag Münster (2007) ISBN 978-3-8258-0766-5 456 Seiten

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Some of the key concepts of the twenty chapters are: Education and innovation, human capital and national prosperity, financing and administration of education, giftedness and expertise, determinants of expertise, encouraging excellence, gifted education and counselling, evaluation of programmes concerning gifted persons, PISA and characteristics of highly competent adolescents (15 years and older), giftedness and vocational training, gifted women and their professional careers, patterns of élite recruitment, centres of excellence and their significance for society, élite promotion, talent promotion and the individual educational biography, gifted education and educational policy, concepts of decentralized provisions for highly gifted students, recommendations concerning the assurance of high quality in the educational system.

In this context it is most interesting that TIMSS (Third International Mathematics and Science Study) and PISA (Programme International for Student Assessment) are discussed in several articles in connection with gifted education. Selected are highly competent 15 year-old students (in Germany) who have shown excellent performance in all competency tests. The test domains were (2000 and 2003) reading, mathematical and scientific literacy. High performers are characterized according to their gender, type of school, grade and the socio-economic milieu.

Other studies show that there is a strong connection between intelligence, intellectual abilities, vocational achievement and professional careers. One article gives an interesting overview of research findings and statistics on professional careers pursued by gifted women. The patterns of élite recruitment are of great interest in connection with the new “excellence initiative“ at German universities. One of the authors comes to the conclusion that evidence from France, Great Britain and the United States reveals that having a degree from an élite university is a distinct advantage in achieving an élite position. There is a connection between élite recruitment and social selection.

“Centres of Excellence“ in business companies are very important in combination with appreciation, possibilities of self-development, and high quality leadership (for example the Bavarian élite networks and the Bavarian élite academy).

Summarizing the results of different research projects there are four major perspectives: economic, psychological, educational and social-political. “To be Gifted in Germany“ brings more theoretical insights into giftedness and related concepts and expands the repertoire of approaches and methods that could be utilized in improving the quality of learning and teaching.

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australiaDr. Wilma VialleFaculty of EducationUniversity of WollongongWollongong NSW 2522tel: +61 - 24221 4434fax: +61 - 24221 [email protected]

austriaMag. Ingeborg Mautner Florianigasse 65/10 A-1080 Wien tel: +43 / 1 / 405 65 71 [email protected]

belgiumCarl D‘hondtMinister Tacklaan 23B-8500 Kortrijktel: +32 - 56 214613fax: +32 - 56 [email protected]

brazilChristina CupertinoRua Havai, 533 apt. 5B01259-000 San Paulo - SPchristina.cupertino@ terra.com.br

CanadaProf. Bruce M. ShoreFaculty of EducationMcGill University3700 McTavish StreetMontreal H3A [email protected]

CroatiaJasna Cvetkovic Lay Center for Gifted Child Development Nikole Pavica 5,10000 Zagrebtel: +385 1 3878422fax: +365 1 3878421 [email protected]

CyprusZena PoulliStavraetou 23StrovolosNicosia [email protected]

Czech & Slovak republicsPhDr. Eva VondrákováBellusova 1827/5315500 Praha 515tel: +420 [email protected]

DenmarkDr. Ole Kyed18 Caroline AmalievejDK-2800 Lyngbytel: +45 - 4588 1800fax: +45 - 4593 [email protected]

EnglandJohanna M. RaffanNACE, National CentreP.O. Box 242, Arnolds WayOxford 0X 29FR, UKtel: +44 1865 861879fax: +44 1865 [email protected]

ECHa national Correspondents

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ECHa national CorrespondentsEStoniaViire SeppThe Gifted and Talented Developmet CentreUniversity of TartuTahe 451010 [email protected]

finlandRisto HotulainenUniversity of HelsinkiP.O. Box 26 (Teollisuuskatu 23)FI-00014 Helsinkitel: +358-9-191 [email protected]

franceSophie CôteAssociation Française pour lesEnfants Précoces13 bis, rue Albert Joly,F-78110 Le Vesinettel: +33 - 1 34 80 03 90fax: +33 - 1 30 53 68 [email protected]://www.afep.asso.fr

germanyProf. Dr. Horst DrewelowBlücherstraße 5818055 Rostocktel: +49 - 381 4934782fax: +49 - 381 4923612horst.drewelow@ philfak.uni-rostock.de

greeceAikaterini D. GariAssistant Professor of PsychologyUniversity of Athenstel: +30 - 210 7277555fax: +30 - 210 [email protected]

HungaryKate OppeltCounty Pedagogical Institute1, Sosztakovics Str.H-6000 Kecskeméttel: +36 - 76 411 066fax: +36 - 76 327 [email protected]

irelandDr. Sheila GilheanyIrish Center for Talented YouthDublin City Univ., Dublin 9tel: +353 - 1700 5634fax: +353 - 1700 [email protected]

JordanDr. Taisir Subhi YaminP.O. Box 4237 Al-MahattaAmman - 11131 -Jordantel: +973 - 39916262fax: +973 - [email protected]

luxemburgMicky Radoux (Mrs.)8, rue Joseph SchroederL 6981 Rameldangetel: +352 - [email protected]

the netherlandsGreet de BoerProject "High Ability Learners"CPS, Educational Dev. & AdviceP.O.Box 15923800BN Amersfoorttel: +31 - 334534268fax: +31 - [email protected]

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ECHa national Correspondentsperu/latin americaDr. Sheyla Blumen de Pardo146 Pasaje PrescottSan Isidro, Lima 27tel: +511 - 470 0253fax: +511 - 265 [email protected]

polandProf. Dr Andrzej SekowskiDept. of PsychologyUniversity of LublinAleje Raclawickie 1420-950 Lublintel: +48 - 81 445 34 38fax: +48 - 81 533 04 [email protected]

portugalMargarida MartinsRua Manuel M.B.du Bocage 41P-2955 Pinhal-Novotel/fax: +351 - 1 2361 524

romaniaDr. Carmen M. CretuUniv. "AI.I.Cuza"- Iasi11, Copou Bvd.RO 6600 lasitel/fax: +40 - 32 [email protected]

russiaDr. Ludmila PopovaMiklukho-Maklai Str., 39-1-191 Moscow, 117485 [email protected]

SloveniaDr. lvan FerbežerMirna Ulica 6 SL-2345 Bistrica ob Dravitel: +386 - 2661 1931fax: +386 - 2661 1932ivan.ferbezer@siol. net

SpainMarta ReyeroDept. of EducationUniversity of Pamplona31080 Pamplonatel: +34 - 948 425600fax: +34 - 948 [email protected]

SwitzerlandDr. Silvia GrossenbacherNetzwerk Begabungsfoerderung / SKBFEntfelderstrasse 61CH-5000 Aarautel: +41 62 835 23 92fax: +41 62 835 23 99begabungsfoerderung@ swissonline.chhttp://www.begabungsfoerderung.ch

united arab EmiratesArif Al FalasiHamdanBin Rashid al Maktoum AcademyHor Al Anz - EastDubai [email protected]

WalesVal ScottNACE CymruPO Box 242Oxford OX2 9FRUnited [email protected]

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Payment from all EURO countries can also be made by bank to bank transfer (no Banker's Order and no cash) to:

Sieglinde Weyringer – ECHA, Bank Account Number 0700270306, Salzburger Sparkasse, Bank Branch Number 20404 (IBAN: AT 222040400700270306; BIC: SBGSAT2S)

Membership application form

personal information:

European Council for High Abilitytreasurer: Sieglinde Weyringer, university of Salzburg, akademiestr. 26/1, a – 5020 Salzburg, austria telephone: +43 650 4893106; Email: [email protected]

please send to:

Mag. Sieglinde Weyringer fax (private): +43 6216 8040 18

Title

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Fax

Email

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Credit card number

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presidentFranz MönksCenter for the Study of GiftednessRadboud University NijmegenP.O. Box 9104 · 6500 HE NijmegenThe Netherlandstel: +31 243 612 526fax: +31 243 615 480fax: +49 2823 [email protected]

SecretaryJohanna RaffanNACE National Office PO Box 242 · Arnold's Way Oxford OX2 9FR · United Kingdomtel: +44 1 865 861 879fax: +44 1 865 861 880 [email protected]

treasurer Sieglinde WeyringerUniversität Salzburg Akademiestrasse 26/15020 Salzburg · Austriatel: +43 662/8044-4212fax: +43 662/[email protected]

general Committee MembersChristian FischerUniversität MünsterGeorgskommende 3348143 Münster · Germanytel: +49 251 832 [email protected]

Joëlle HuserPraxisgemeinschaft LichtBlickToblerstrasse 608044 Zürich · Switzerlandtel: +41 1 251 46 23fax: +41 1 251 46 [email protected]

Elena Shcheblanova2d Dubrovskaja 10/8 kv30Moscow [email protected]

Kirsi TirriUniversity of HelsinkiP.O. Box 33 (Aleksanterinkatu 7)00014 Helsinki · Finlandtel: +358 9 191 23710fax: +358 9 191 23855 [email protected]

general Committee 2006/2008

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03-04 April 2008 9. ECHa-Österreich-tagungfestspielhaus bregenz„Wege zur professionellen begabtenförderung - perspektiven zur talententwicklung in naturwissenschaft und technik“www.echa-oesterreich.at ➝ see Veranstaltungen

23-25 June 2008Conference of the European learning Styles information network (ElSin)ghent, belgiumCampus of vlerick leuven gent Management Schoolhttp://www.elsin2008.com

02-04 July 2008Excellence in Education – future Mindsthe international Centre for innovation in Education (iCiE)paris, francewww.icieconference.net

17-20 September 200811th ECHa Conference "from giftedness in Childhood to Successful intelligence in adulthood"prague, Czech republic www.echa2008.eu

6-8 November 200Österreichisches Zentrum für begabtenförderung und begabungsforschung (özbf) 6. internationaler kongress zu fragen der Hochbegabtenförderung “bEgabt – bEgabEnD – vErauSgabt? begabte(n)förderer im lichte vielfältigerHerausforderungen”e-mail: oezbf-kongress2008@ begabtenzentrum.atwww.begabtenzentrum.at

08 November 2008netzwerk begabungsförderungbegabungen erfolgreich fördern auf der Sekundarstufe i Weinfelden, Switzerlandwww.begabungsfoerderung.ch

03-07 August 2009World Council for gifted and talented Children18th biennial World Conference for gifted and talented Children “promoting the Dream” vancouver, Canadawww.worldgifted.ca

07-10 July 201012th ECHa Conference“From High Potential to Talent = Exceptional Development“.paris, france

future Events

Deadline for volume 22 no 2:

15th august 2008

content - afep - asso · editorial · annette heinbokel, germany 2 - 3 echa conference in the czech...

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