Consistent with the Lasallian ethos and our guiding principles, we believe there is a responsibility to:
- cater for individual differences
- actively encourage all students to experience personal growth
- help students achieve their potential.
Gagné’s Differentiated Model of Giftedness and Talent (DMGT 2.0) helps us to understand the need for and goals of gifted and talented education (see Gagné, 2003 and Gagné, 2010). This model distinguishes between giftedness and talent:
- Giftedness – outstanding natural abilities or aptitudes (called gifts), in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers.
- Talent – outstanding mastery of systematically developed competencies in at least one field of human activity to a degree that places an individual at least among the top 10% of ‘learning peers’.
The definitions indicate two interesting features of gifted education. Firstly, we should expect to identify slightly more than 10% of students as gifted and/or talented. The reason for this figure is that some students will demonstrate ability or performance in a single domain, while others will do so across multiple domains (e.g. academic, movement, creativity, leadership or other pursuits).
This model also allows for the identification of students who are underachieving (i.e. are gifted but have yet to express their ability as talent). Gifted students who underachieve represent a key focus of gifted and talented education at De La Salle Catholic College Caringbah.