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4.4.9 Stakeholders’ Views of Gifted Education in the Netherlands and Flanders and the United States
Internationally, there have been shifts in our understanding of the importance of meeting the needs of our most highly able students. These shifts call on the knowledge and skills of specialists in gifted education and thus have consequences for the way we train these specialists. In this session, we will examine the results of our comparative research between gifted education stakeholder attitudes in the Netherland and Flanders and in the United States, and the implications that they have for how we train pre-service and in-service teachers to meet the needs of gifted students.
Author(s):
Eleonoor van Gerven
info@slimeducatief.nl
Slim! Educatief
Netherlands
Drs. Eleonoor Van Gerven has studied pedagogy at Radboud University (The Netherlands). She is the managing director of Slim! Educatief, a teacher education institute at postgraduate level. She educates teachers at post-bachelor level on gifted education and at post-master level on twice-exceptionality. Eleonoor wrote 15 books on gifted education. She won a Mensa-award for her contribution to gifted education in The Netherlands.
C. Matthew Fugate
fugatec@uhd.edu
University of Houston-Downtown
United States
Dr. C. Matthew Fugate is assistant professor in Educational Psychology at the University of Houston-Downtown. His research includes an examination of the relationship between working memory and levels of creativity in gifted students with characteristics related to ADHD, the coping mechanisms of twice-exceptional girls in secondary school and ways to address the need for increased identification and services for gifted Native American populations. Matt has presented to educators and parents nationally and internationally on topics such as creativity, motivation, identification, twice exceptionality, underserved populations, and Total School Cluster Grouping, as well as authored and co-authored several books, chapters, and articles.