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BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20221030T010000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/Lima BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0500 TZNAME:-05 DTSTART:20190101T000000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20230320T170000 DTEND;TZID=Europe/Amsterdam:20230320T183000 DTSTAMP:20260521T214306 CREATED:20230103T151619Z LAST-MODIFIED:20230123T192319Z UID:7780-1679331600-1679337000@world-gifted.org SUMMARY:WCGTC Webinar – Culturally Responsive Education for the Gifted DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/wcgtc-webinar-culturally-responsive-education-for-the-gifted/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20230305 DTEND;VALUE=DATE:20230308 DTSTAMP:20260521T214306 CREATED:20211122T174715Z LAST-MODIFIED:20220903T211808Z UID:6870-1677974400-1678233599@world-gifted.org SUMMARY:3rd Thematic ECHA Conference on Teaching Highly Able Students DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/3rd-thematic-echa-conference-on-teaching-highly-able-students/ LOCATION:Haifa\, Israel\, Haifa\, Israel ATTACH;FMTTYPE=image/jpeg:https://world-gifted.org/wp-content/uploads/2021/11/SAVE-THE-DATE-photo.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20230125T110000 DTEND;TZID=Europe/Amsterdam:20230125T133000 DTSTAMP:20260521T214306 CREATED:20221102T154544Z LAST-MODIFIED:20230122T165641Z UID:7591-1674644400-1674653400@world-gifted.org SUMMARY:WCGTC Webinar – How to Advocate for the Gifted? DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/wcgtc-webinar-how-to-advocate-for-the-gifted/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20221129T080000 DTEND;TZID=Europe/Amsterdam:20221129T102000 DTSTAMP:20260521T214306 CREATED:20221102T001757Z LAST-MODIFIED:20221124T015306Z UID:7555-1669708800-1669717200@world-gifted.org SUMMARY:WCGTC Webinar - Professional Learning in Gifted Education DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/wcgtc-webinar-professional-learning-in-gifted-education/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20221021 DTEND;VALUE=DATE:20221023 DTSTAMP:20260521T214306 CREATED:20220705T173511Z LAST-MODIFIED:20220705T173511Z UID:7393-1666310400-1666483199@world-gifted.org SUMMARY:2022 AAEGT Virtual Conference DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/2022-aaegt-virtual-conference/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220925 DTEND;VALUE=DATE:20220929 DTSTAMP:20260521T214306 CREATED:20210506T181926Z LAST-MODIFIED:20210506T181926Z UID:6309-1664064000-1664409599@world-gifted.org SUMMARY:INTERNATIONAL GROUP FOR MATHEMATICAL CREATIVITY AND GIFTEDNESS DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/international-group-for-mathematical-creativity-and-giftedness/ LOCATION:Alexis Park All Suite Resort and Conference Center\, 375 E Harmon Avenue\, Las Vegas\, NV\, 89169\, United States END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220831 DTEND;VALUE=DATE:20220904 DTSTAMP:20260521T214306 CREATED:20211119T165112Z LAST-MODIFIED:20220302T184104Z UID:6865-1661904000-1662249599@world-gifted.org SUMMARY:ECHA 2022 DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/echa-2022/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220707 DTEND;VALUE=DATE:20220711 DTSTAMP:20260521T214306 CREATED:20211208T144235Z LAST-MODIFIED:20220412T164043Z UID:6967-1657152000-1657497599@world-gifted.org SUMMARY:17th APCG DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/17th-apcg/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220620 DTEND;VALUE=DATE:20220801 DTSTAMP:20260521T214306 CREATED:20220328T171918Z LAST-MODIFIED:20220328T171918Z UID:7200-1655683200-1659311999@world-gifted.org SUMMARY:Challenge For All Summer Sessions DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/challenge-for-all-summer-sessions/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220614 DTEND;VALUE=DATE:20220617 DTSTAMP:20260521T214306 CREATED:20220316T140452Z LAST-MODIFIED:20220316T140452Z UID:7188-1655164800-1655423999@world-gifted.org SUMMARY:The 2022 Hormel Symposium: Live\, Interactive\, and Virtual DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/the-2022-hormel-symposium-live-interactive-and-virtual/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220521 DTEND;VALUE=DATE:20220530 DTSTAMP:20260521T214306 CREATED:20211201T171321Z LAST-MODIFIED:20211201T171321Z UID:6964-1653091200-1653868799@world-gifted.org SUMMARY:Gifted Awareness Week Australia 2022 DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/gifted-awareness-week-australia-2022/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20220316T170000 DTEND;TZID=America/New_York:20220316T183000 DTSTAMP:20260521T214306 CREATED:20211105T174419Z LAST-MODIFIED:20211105T174512Z UID:6795-1647450000-1647455400@world-gifted.org SUMMARY:WCGTC Webinar - Gifted Education in Latin America: Challenges and Achievements DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/wcgtc-webinar-gifted-education-in-latin-america-challenges-and-achievements/ LOCATION:Virtual ATTACH;FMTTYPE=image/png:https://world-gifted.org/wp-content/uploads/2021/11/Webinar-Spanish-Gifted-Ed-in-Latin-America.png END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220225 DTEND;VALUE=DATE:20220226 DTSTAMP:20260521T214306 CREATED:20220203T174904Z LAST-MODIFIED:20220203T174904Z UID:7034-1645747200-1645833599@world-gifted.org SUMMARY:Webinaire Psychologie du Haut Potentiel DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/webinaire-psychologie-du-haut-potentiel/ LOCATION:Virtual ORGANIZER;CN="Haut Poteiel Quebec":MAILTO:info@hautpotentielquebec.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20220128 DTEND;VALUE=DATE:20220625 DTSTAMP:20260521T214306 CREATED:20220203T174804Z LAST-MODIFIED:20220203T174804Z UID:7031-1643328000-1656115199@world-gifted.org SUMMARY:Les midis-douance d'HPQ DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/les-midis-douance-dhpq/ LOCATION:Virtual ORGANIZER;CN="Haut Poteiel Quebec":MAILTO:info@hautpotentielquebec.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20211109 DTEND;VALUE=DATE:20211112 DTSTAMP:20260521T214306 CREATED:20211105T173524Z LAST-MODIFIED:20211105T173524Z UID:6790-1636416000-1636675199@world-gifted.org SUMMARY:European Science Festival during the Slovenian Presidency of the Council of the EU DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/european-science-festival-during-the-slovenian-presidency-of-the-council-of-the-eu/ END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210831 DTEND;VALUE=DATE:20210904 DTSTAMP:20260521T214306 CREATED:20190703T205426Z LAST-MODIFIED:20210307T212342Z UID:4398-1630368000-1630713599@world-gifted.org SUMMARY:ECHA 2021 - Porto DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/echa-2021-porto/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210731 DTEND;VALUE=DATE:20210809 DTSTAMP:20260521T214306 CREATED:20190713T185532Z LAST-MODIFIED:20201218T180406Z UID:4413-1627689600-1628467199@world-gifted.org SUMMARY:24th Biennial WCGTC World Conference DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/24th-wcgtc-world-conference/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210615 DTEND;VALUE=DATE:20210618 DTSTAMP:20260521T214306 CREATED:20200409T152826Z LAST-MODIFIED:20210406T153001Z UID:5662-1623715200-1623974399@world-gifted.org SUMMARY:2021 Hormel Gifted and Talented Education Virtual Symposium DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/2021-hormel-foundation-gifted-and-talented-symposium/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210608 DTEND;VALUE=DATE:20210612 DTSTAMP:20260521T214306 CREATED:20210409T194822Z LAST-MODIFIED:20210409T194912Z UID:6278-1623110400-1623455999@world-gifted.org SUMMARY:Torrance Center Summer Institute for Teachers and Practitioners DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/torrance-center-summer-institute-for-teachers-and-practitioners/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210522 DTEND;VALUE=DATE:20210531 DTSTAMP:20260521T214306 CREATED:20210106T214206Z LAST-MODIFIED:20210106T214206Z UID:6128-1621641600-1622419199@world-gifted.org SUMMARY:Gifted Awareness Week Australia DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/gifted-awareness-week-australia-2/ ORGANIZER;CN="Kylie Bice":MAILTO:aaegtkylie@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20210326T110000 DTEND;TZID=America/New_York:20210326T160000 DTSTAMP:20260521T214306 CREATED:20210105T160434Z LAST-MODIFIED:20210105T161713Z UID:6125-1616756400-1616774400@world-gifted.org SUMMARY:NCRGE Results\, Reflections\, and Recommendations March Conference DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/ncrge-results-reflections-and-recommendations-march-conference/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210325 DTEND;VALUE=DATE:20210328 DTSTAMP:20260521T214306 CREATED:20191031T151105Z LAST-MODIFIED:20191031T151153Z UID:5053-1616630400-1616889599@world-gifted.org SUMMARY:Second ECHA Thematic Conference DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/second-echa-thematic-conference/ LOCATION:Budapest\, Hungary\, Budapest\, Hungary END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20210315 DTEND;VALUE=DATE:20210320 DTSTAMP:20260521T214306 CREATED:20210303T141556Z LAST-MODIFIED:20210303T141556Z UID:6217-1615766400-1616198399@world-gifted.org SUMMARY:Semana Chilena de la Alta Capacidad DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/semana-chilena-de-la-alta-capacidad/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20210217T090000 DTEND;TZID=America/Chicago:20210217T120000 DTSTAMP:20260521T214306 CREATED:20201208T164435Z LAST-MODIFIED:20201208T164435Z UID:6036-1613552400-1613563200@world-gifted.org SUMMARY:IdeaFestival Bowling Green DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/ideafestival-bowling-green/ LOCATION:Virtual ORGANIZER;CN="The Center for Gifted Studies at WKU":MAILTO:gifted@wku.edu END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20201204 DTEND;VALUE=DATE:20210501 DTSTAMP:20260521T214306 CREATED:20210107T210952Z LAST-MODIFIED:20210107T211329Z UID:6131-1607040000-1619827199@world-gifted.org SUMMARY:Lunch & Learn: Research that matters for more able learners DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/lunch-learn-research-that-matters-for-more-able-learners/ LOCATION:Virtual ORGANIZER;CN="National Association for Able Children in Education":MAILTO:communications@nace.co.uk END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20201127 DTEND;VALUE=DATE:20201130 DTSTAMP:20260521T214306 CREATED:20191210T161936Z LAST-MODIFIED:20200612T180753Z UID:5223-1606435200-1606694399@world-gifted.org SUMMARY:16th Asia Pacific Conference on Giftedness DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/16th-asia-pacific-conference-on-giftedness/ LOCATION:Daegu\, Korea\, Daegu\, Korea\, Democratic People's Republic of END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20201124T160000 DTEND;TZID=Europe/London:20201124T173000 DTSTAMP:20260521T214306 CREATED:20201022T144150Z LAST-MODIFIED:20201022T144440Z UID:5891-1606233600-1606239000@world-gifted.org SUMMARY:Explorathon 2020 More Than 1+1: Supporting Highly Able Maths Minds In The Classroom DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/explorathon-2020-more-than-11-supporting-highly-able-maths-minds-in-the-classroom/ LOCATION:Virtual ATTACH;FMTTYPE=image/jpeg:https://world-gifted.org/wp-content/uploads/2020/10/https___cdn.evbuc_.com_images_115364519_435867757244_1_original.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Lima:20201119T180000 DTEND;TZID=America/Lima:20201120T200000 DTSTAMP:20260521T214306 CREATED:20201119T153436Z LAST-MODIFIED:20201119T153436Z UID:5954-1605808800-1605902400@world-gifted.org SUMMARY:Talent Challenges Heading to the Bicentennial - ANDESICREAT DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/talent-challenges-heading-to-the-bicentennial-andesicreat/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Ljubljana:20201119T100000 DTEND;TZID=Europe/Ljubljana:20201120T170000 DTSTAMP:20260521T214306 CREATED:20201112T200511Z LAST-MODIFIED:20201112T200629Z UID:5949-1605780000-1605891600@world-gifted.org SUMMARY:V. MIB International Scientific Conference on Talent Education DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/v-mib-international-scientific-conference-on-talent-education/ LOCATION:Virtual END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20201016T150000 DTEND;TZID=America/Chicago:20201016T180000 DTSTAMP:20260521T214306 CREATED:20200814T151745Z LAST-MODIFIED:20200814T152215Z UID:5802-1602860400-1602871200@world-gifted.org SUMMARY:2020 Virtual Berta Seminar on Social Emotional Needs of Gifted Students DESCRIPTION:(Times are in Central European Time) Educators\, parents\, and legislators can make a difference in the lives of gifted children worldwide by ensuring the realization of their valuable potential to the benefit of humankind. However\, many gifted individuals are still not identified. Others have limited access to resources and opportunities. How can this situation be changed? One strategy is to advocate for the rights and needs of these children. Gifted children need as many spokespersons as possible. The purpose of this webinar is to discuss how to advocate for the gifted. The presenters will share examples of best practices and showcases some of what has been implemented in their countries to draw attention to the gifted\, to disseminate information about talent development\, and to create a constructive and creative dialogue in society to support gifted children. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ahmed Hamden \n \n \n \n This presentation sheds light on some recent showcases in some Arabic countries to promote giftedness. One of the enrichment programs is exploring the effect of a STEM program on gifted students’ creative problem-solving skills. Another program deals with an online mentoring initiative for gifted high school students during the pandemic in 2021. The presentation also discusses an initiative in relation to offering a STEAM enrichment program to gifted high school students in relation to a unit about COVID-19 that was offered in 2022. The presentation also discusses how teachers and practitioners can develop meaningful\, real-life\, and hands-on enrichment experiences for gifted students. Dr. Ahmed Hassan Hemdan is an associate professor at the Dept. of Special Education\, College of Education\, United Arabic Emirates University (UAEU). He is a working member in some professional organizations such as He received his PhD from the University of Arizona\, Tucson\, USA in 2006 in Special Education/Gifted. He is currently the Editor-in-Chief of the International Journal for Research in Education (IJRE)\, UAEU. He is currently a member of several specialized professional associations such as the World Council for Gifted and Talented Children (WCGTC\, & UAE Delegate)\, the European Council for High Ability (ECHA)\, National Association for Gifted Children (NAGC)\, and American Educational Research Association (AERA). He published over 40 articles and book chapters about special education\, giftedness\, and early childhood in international peer-reviewed journals and books: in collaboration with renowned scholars in the field. He participated in several regional and international conferences and chaired several sessions. He led several national research grants in the fields of special education and early childhood. He won several national and regional awards for his scholarly achievements such as honoring by UAEU for publishing in the top 1% journals in the world at 2020\, the national research award in Oman at 2017\, and the excellence in research by the College of Education\, UAEU at 2022. His research interests include assessment and education of gifted and talented students\, developing and adapting assessments to the Arabic culture for students with special needs\, designing and adapting enrichment programs for gifted and talented students focusing on STEM education\, and the educational psychology of preschool children. He is currently a part of a research team in the special education department to implement enrichment STEAM programs in collaboration with Hamdan bin Rashid Foundation for Distinguished Academic Performance. He was part of a team of 17 international scholars who developed the Global Principles for Professional Learning in Gifted Education by the WCGTC in 2021. \n \n \n \n \n \n \n \n \n \n \n \n Alexandra Vuyk \n \n \n \n Paraguay\, a small country in the middle of South America\, has an excellent law for inclusive education which specifically lists high ability students. However\, until now\, gifted students have not been adequately served due to a lack of further provisions indicating how to translate this law into practice for the gifted population; this is made worse with a lack of teacher training. In this context\, we have organized our work in five components: Awareness\, training\, intervention\, applied research\, and advocacy. I will share how we are slowly making progress through those components\, which span all the way from free awareness talks and media appearances\, to a large-scale grant called Talent Map\, to court trials for grade-level acceleration and hearings with the Minister of Education and Senators. Alexandra Vuyk\, Ph.D.\, is a Professor of Psychology in the Department of Psychology and the Department of Graduate Studies and Research at the School of Philosophy and Human Sciences\, at the Universidad Católica Nuestra Señora de la Asunción in Asunción\, Paraguay\, as well as Founder and Director of Aikumby Center for Giftedness and Creativity\, the first of its kind in Paraguay. Dr. Vuyk pioneered gifted education research\, practice\, and advocacy in her country; she co-founded REDPAC Paraguay\, the network for professionals working with high ability students\, and is Principal Investigator in talent development projects at OMAPA (Multidisciplinary Organization for Support of Teachers and Students). At the National Council for Science and Technology in Paraguay\, Dr. Vuyk is ranked as a Level II Researcher (second highest) in the National Program for Researcher Support\, and in the Selection Committee for said program. She won the inaugural Emerging Scholar Award of the World Council for Gifted and Talented Children in 2021\, and serves as their Delegate for Paraguay. She is an Associate Editor at Gifted and Talented International and in the Editorial Board of the Journal for Advanced Academics. She holds degrees from the University of Kansas (Ph.D. and M.S.\, Counseling Psychology) and Emporia State University (M.S.\, Special Education in Gifted\, Talented and Creative; B.S.\, Psychology and Philosophy). Her research interests include social and emotional development of intellectually and creatively gifted individuals\, creative and non-linear career paths\, and personality traits related to these paths. \n \n \n \n \n \n \n \n \n \n \n \n Deb Walker \n \n \n \n Advocating for gifted learners is a role best undertaken by multiple participants and multiple methods. This session will share a range of examples from Aotearoa New Zealand implemented over the past twenty years to lift the profile of gifted learners in our country. Some have been more successful than others\, so we will also unpack not only those that have provided positive outcomes but also the challenges and the strategies we employed to try and overcome these.  At the heart of advocacy is education and at the heart of education are our learners. The role of those with a passion for equity\, diversity and inclusion is to advocate for them until they are able to advocate for themselves.   Deb wears a few hats in gifted education and has now for more than 20 years. She is Project Lead of Gifted NEX\, the gifted-ed coordinator of the Massey University Specialist Teacher Programme\, a member of the MoE Gifted Advisory\, a delegate to the World Council for Gifted and Talented Children and has her own gifted consultancy- GEMS Aotearoa. Initially coming from a teaching background with experience in state and kura kaupapa Maori\, Deb also spent 10 years delivering specialist gifted education at Gifted Kids and MindPlus\, then another 10 as the CEO of New Zealand Centre for Gifted Education. She is passionate about supporting gifted learners through the provision of quality professional learning opportunities and support for educators and is currently a PhD student at Massey University to further her expertise in this area.  URL:https://world-gifted.org/event/2020-virtual-berta-seminar-on-social-emotional-needs-of-gifted-students/ LOCATION:Virtual ORGANIZER;CN="The Center for Gifted Studies at WKU":MAILTO:gifted@wku.edu END:VEVENT END:VCALENDAR