Resources

Websites

The Gifted Education Research, Resource and Information Centre (GERRIC), based at the University of NSW has information about resources, professional development and courses.

These Practice Guides have been developed to support early childhood professionals to work with the Victorian Early Years Learning and Development Framework Practice Principles.

Dr Louise Porter’s online resource contains helpful information and tools to support professionals.

This website contains a useful Characteristics of Giftedness list.

This link to Gifted Resources provides information on a great range of topics relevant to gifted children and talented children and their families. It includes details about books, services, assessment, enrichment activities, and blogs on topics related to parenting and educating gifted children.

Nebraska Starry Night website provides explanation (protocol) and identification sheet as a guide to observations about behaviours that can be characteristic of a gifted child.

These links each provide information regarding supporting children who may exhibit dual exceptionality.

On Demand Testing is an online resource for teachers to use when, where and how they choose. Tests are designed to link to curriculum and standards. Both general ability tests and topic-specific assessments are provided. It is a time-saving tool that can be administered to a single student and/or a whole class.

The On Demand testing program utilises the VCAA Assessment Online software, a decentralised computer-based system where schools download tests from the VCAA central server and distribute them via the school's Local Area Network (LAN). Victorian Government schools can access the On Demand program via the CASES/CASES 21 Server.

Non-Government schools need to have a server that meets the specifications stated under Technical Requirements.

Help Desk – Freecall – 1800 827 721

Organisations and support groups

Australian Association for the Education of the Gifted and Talented – includes information and resources and links to state-based organisations.

Victorian Association for Gifted and Talented Children – for more local support groups or contact the VAGTC.

Children of High Intellectual Potential (CHIP) – provides workshops and activities that are stimulating for gifted children of school age. It also is very experienced in providing assessments of gifted children.

Books and articles

  • Able children in ordinary schools by Deborah Eyre, 1997.
  • For more information, see: Nebraska Starry Night Identification sheet (p32-33).
  • The role of an invitational curriculum in the identification of giftedness in young children by Kerry Hodge and Coral Kemp. Roeper Review, 27(1), 33-38.
  • Giftedness in early childhood by Cathie Harrison (2003) (Published by GERRIC, Sydney)
  • Young gifted children: Their search for complexity and connection by Cathie Harrison (2005) (Published by Inscript, Southern Highlands, NSW)
  • Play and the gifted child by Cathie Harrison and K. Tegal. in Elizabeth Dau’s book Child's play. (pp. 97 - 109). Published by MacLennan and Petty, Sydney)
  • Gifted young children: A guide for teachers and parents by Louise Porter (2005) Published by Allen and Unwin, St Leonard’s NSW)
  • Young gifted children: A practical guide to understanding and supporting their needs by Anne-Marie Morrissey (2012) (Published by Teaching Solutions, Albert Park, Melbourne)
  • Young gifted girls and boys: perspectives through the lens of gender by Libby Lee
  • For more information, see: Contemporary Issues is Early Childhood – Young gifted girls and boys: perspectives through the lens of gender
  • Integrating differentiated instruction and understanding by design by Tomlinson, C. A., and McTighe, J. (2006) (Published by Hawker Brownlow Education, Heatherton, Victoria)
  • Transition into school for gifted children by Diana Whitton (2005) (Published in Australasian Journal of Early Childhood, 30(3), 27-31)
  • Young gifted children transitioning into preschool and school: What matters? By Anne Grant, (2013) Published in Australasian Journal of Early Childhood 38 (2) 23-31)