Gifted Children

Press, Volume CVII, Issue 31384, 1 June 1967, Page 12

Gifted Children

Sir,—Emotionally disturbed and mentally retarded children deservedly qualify for attention and help. On the other hand, there is the child whose needs are as great and whose problems are not so publicly recognised. I am speaking of the child of above-average intelligence. I was interested to read the observations of Mr R. Sinclair, senior psychologist of the Department of Education on the recognition of these children of the preschool age. Can Mr Sinclair tell me what recognition and encouragement these children are given as they advance through our State schools? To quote Mr Sinclair, “A child to develop his talents must be motivated to do so.” What motivations do tbese talents derive in the classroom averaging 35 to 40 pupils? These particular children are our national heritage, the country’s future leaders.

Surely these “problem” children are as deserving as others less fortunate.—Yours, etc. J. PURSE. May 26, 1967. [The senior psychologist of the Department of Education (Mr R. O. Sinclair) replies: “Extension of teacher training to three years, in-service training of teachers to help them recognise and provide for individual differences in pupils, a continuing reduction in the size of classes, and a modfied use of ability grouping at the F.l and F.2 level, all operate to make for better recognition of very able pupils and for enrichment of their learning experiences. Members of my own staff in the psychological service are also frequently called upon to assist in identification and to advise both teachers and parents concerned with gifted children. We do not in this country subscribe to a policy of segregation for the gifted or to one of extreme acceleration for these pupils.”]