Inclusivity

The Curriculum Framework (1998) defines inclusivity as 'providing all groups of students, irrespective of educational setting, with access to a wide and empowering range of knowledge, skills and values.' (p.17)

The philosophy of inclusivity encourages educators to create new ways to challenge gifted and talented students:

• within the programs and processes of the least restrictive student-centred school environment.
• using appropriate, authentic in-class, school and community supports.
• by encouraging staff to be flexible and reflective about their professional practice.
• by engaging staff at all levels in collaborative planning and service delivery with the parents, caregivers, families, community members and other professionals.

Virtually any child at some stage in their education could find themselves at risk. They won't necessarily fit the stereotype of the truant or the disruptive student, they may be having family problems, be ill or they may be gifted.

This section of the web site seeks to direct attention to traditionally under-represented groups of at-risk gifted students in an effort to ensure that appropriate educational opportunities are provided.

Behaviour Management of Gifted Students

Expectations

All students, including those in Gifted and Talented Education (GATE) programs, are expected to behave in a manner appropriate to the school environment.

GATE students are not exempted from any provisions of the School Education Act 1999 by reason of admission to a program. The Gifted and Talented Education (GATE) branch supports the mandatory Behaviour Management procedures which allow schools to deal effectively with seriously inappropriate student behaviour.
The procedures should be read in conjunction with the Behaviour Management in Schools policy.

Exclusions and Placements

Formal exclusion of a student from a school will be supported by GATE branch, resulting in the placement being declared vacant and made available to other applicants.