Policy approaches and initiatives for the inclusion of gifted students in OECD countries

Abstract

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  EDU/WKP(2021)19Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

A snapshot of equity and inclusion in OECD education systems

“…In addition to the concepts of equity and inclusion, the Survey also explored definitions for the individual dimensions of diversity (Figure 2.4). Most education systems defined the concept of special education needs (31), immigrant background (28), socio-economic disadvantage (21), ethnic groups or national minorities (20), gifted students (19) and specific geographic areas (14).…”

“…All types of learning settings were common in the education systems participating in the Survey. Most education systems provided mainstream classes with resource support (29), followed by dedicated schools (28) and full-time mainstream classes (26). However, a great variety of approaches in learning settings was adopted across the participating education systems.…”

“…Most education systems highlighted obtaining academic outcomes irrespective of specific student groups (28). This is understandable given that many OECD countries have national standardised assessments in place that include all eligible students, but do not necessarily include a wide range of student characteristics for further disaggregation.…”

“…The Survey can thus enhance the understanding of which policies are adopted in OECD countries, and help policy makers place their national (or sub-national) policies within an international context. The Survey results are also used in comparative analyses of the Strength through Diversity Synthesis Report (OECD, forthcoming [28]), which explores how education systems can respond to increasing diversity and promote equity and inclusion in education.…”

Desafios e oportunidades no atendimento aos alunos superdotados na escola inclusiva

“…De acordo com um estudo da OCDE (2021), diferentes países adotam diferentes significações e projetam e implementam diferentes políticas educativas relativamente aos alunos superdotados. Por exemplo, a Coreia define a educação dos superdotados como uma área de intervenção autônoma, com medidas educativas concretas direcionadas para estes alunos, enquanto Portugal atende à diversidade dos alunos dentro do contexto regular de ensino (Lo;Lin-Yang;Chrostowski, 2022;Almeida, 2018;OCDE, 2021). Neste caso, as oportunidades e os programas específicos para estes alunos se limitam às associações privadas que lhes oferecem um atendimento específico Almeida, 2018).…”