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Gifted Education

chp


Latest Recommendation

Course / Event / ResourcesTargetDetails
在課堂內外支援資優/高能力學生情意及學習需要的策略(小學)
第一冊:雙重特殊資優學生(資優兼有特殊教育需要的學生)

[In Chinese only]
 
  • 小學教育同工
  • 協助教師了解資優兼有自閉症、資優兼有注意力不足/過度活躍症和資優兼有特殊學習困難這三類學生的情意及學習需要
  • 提供相關的辨識工具,以助學校/教師及早識別並為有需要的學生提供適切的支援
  • 透過真實的學生個案,展示有效可行的課堂內外支援策略
在課堂內外支援資優/高能力學生情意及學習需要的策略(中學)
第一冊:雙重特殊資優學生(資優兼有特殊教育需要的學生)

[In Chinese only]
 
  • 中學教育同工
在課堂內外支援資優/高能力學生情意及學習需要的策略(小學)
第二冊:潛能未展資優學生

[In Chinese only]
 
  • 小學教育同工
  • 協助教師了解資優學生的潛能未展問題
  • 提供相關的辨識工具,以助學校/教師及早識別並為有需要的學生提供適切的支援
  • 透過真實的學生個案,展示在課堂內外有效的策略以逆轉資優學生潛能未展的問題
在課堂內外支援資優/高能力學生情意及學習需要的策略(中學)
第二冊:潛能未展資優學生

[In Chinese only]
 
  • 中學教育同工
  • Post-secondary institutions, non-government organisations (NGOs), professional bodies and technology enterprises
  • Local organisations are invited to apply for support from the Gifted Education Fund to provide off-school advanced learning programmes for gifted students at primary and secondary levels in Hong Kong.
  • Gifted students of primary and secondary levels
  • Four off-school advanced learning programmes to be organised by academics / educators of local post-secondary institutions for gifted students
Affective Education of Gifted Students and Supporting Strategies of Twice-exceptional Students (Pamphlet)
資優學生的情意教育及支援雙重特殊資優學生的策略 (小冊子)
[In Chinese only]
  • School personnel from primary and secondary schools
  • To introduce the affective educational needs of gifted students (including twice-exceptional students) and resources including the related supporting strategies
Inclusion Pavilion – Gifted Education/ 
共融資料館-資優教育
 
[In Chinese only]
  • 雙重特殊資優生:有注意力不足/過度活躍症的資優生
  • 雙重特殊資優生:有讀寫困難的資優生
  • 雙重特殊資優生:有自閉症的資優生
  • School personnel from primary and secondary schools
  • Parents
  • For teachers and parents to understand the needs of twice-exceptional students and effective supporting strategies
資優生情意輔導攻略- 處理資優生課堂的情緒和行為問題 
[In Chinese only]
  • School personnel from primary and secondary schools
  • Parents
  • Assists teachers and parents to understand the affective characteristics of gifted students
  • Analyses the learning and affective needs of different types (including underachievers and twice-exceptional) of gifted students through 12 authentic primary and secondary school student cases
  • Provides immediate, short-term and medium-term strategies to support gifted students from various perspectives
Gifted Education Newsletter
  • School personnel from primary and secondary schools
  • Parents
  • For teachers and parents to understand the latest development in gifted education

Rationale and Principles of Gifted Education Policy in Hong Kong

The mission of gifted education is to fully explore and develop the potentials of gifted students systematically and strategically by providing them with opportunities to receive education at appropriate levels in a flexible teaching and learning environment.

To cater to the educational needs of gifted students, we advocate the following principles:

  • Nurturing multiple intelligences is a fundamental goal of quality basic education and should be the mission of ALL schools;
  • Gifted education should be part of quality education. The needs of gifted students, like their less able counterparts, should basically be met in their own school;
  • A broad definition using multiple intelligences should be adopted;
  • Exploring students' thinking and creativity abilities and social skills should be the foci of gifted education.
  • Schools should provide sequential and multiple educational activities to gifted students at different levels;
  • To compile resources collected from educational parties/bodies as support to schools.

 

Implementation of Gifted Education in Hong Kong

The Education Bureau encourages schools to adopt the "Three-Tier Implementation Model" to plan and implement their school-based gifted education. The core elements advocated in gifted education, i.e. higher-order thinking skills, creativity and personal-social competence should also be immersed in whole-school curriculum planning of Level 1 and 2.

 This diagram shows the three-tier operation mode in implementing gifted education in Hong Kong
(a) Level 1 refers to using pedagogies that could tap the potential of students in creativity, critical thinking, problem solving or leadership, etc. in the regular classroom;
(b) Level 2 refers to offering pull-out programmes in disciplinary or interdisciplinary areas for the more able students within the school setting; and
(c) Level 3 refers to provision of learning opportunities for the exceptionally gifted students in the form of specialist training outside the school setting.

Gifted Education Resources and Support

Collaborative Research and Development ("Seed") Project
Gifted Education School Network Initiative