Yes (See note)

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There are various schemes/programs for Gifted students funded by Government of India. Most of these schemes have national level tests or project assessments to short-list students for funding. There are government organizations like Office of Principal Scientific Adviser, Department of Science and Technology, University Grant Commissions which also funds researchers on project basis.

Details and links to these schemes are provided in the document linked in the column to the left.

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The Italian school system has chosen total integration for more than 40 years, that is, to include all pupils in “normal” schools. The Italian school regulations are full of references that protect pupils with disabilities and specific learning disabilities. On the other hand, gifted pupils have always been “neglected” as they are not known and recognized in everyday school life. In the last seven years in Italy there are many associations of experts and parents who are dedicating time, attention, and services to gifted children and their families. The first specific school legislation for gifted students is very recent: ministerial note no. 562 of 3 April 2019. It highlights that gifted students are children with special educational needs, thus emphasizing the difficulties, rather than the potential and talents.
In addition, for over a year, the Ministry of Education has convened the major Italian giftedness experts to write guidelines to support gifted children in all Italian schools. This document should be ready in the coming months.

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The Dutch government recently started a funding stimulation program to meet the needs of gifted students in primary and secondary education. For the time frame 2019-2022 a total of €60 million is available (€15 million for each year of which 1 million a year is reserved for monitoring and impact research). This year, regionally collaborating school boards could apply for the funding by writing an activity plan and substantiated budget (based on the total number of students for which they are responsible; the amount per student is €5,74). The goal of the funding program is to stimulate more expertise and knowledge-sharing, to create more appropriate educational opportunities for gifted students, and to encourage collaboration between schools/teachers, parents, students, specialists in gifted education and youthcare professionals. A special committee has assessed whether the applications met the following criteria for success:

1. Goal and vision: it is clear for which students the activity plan is intended and what their needs are; the proposed activities need to follow from an analysis of available expertise and provisions;
2. Collaboration and support: it is clear which partners participate in the project and what everyone’s role and responsibility is; the joint interest for the target group is formulated and the plan contains concrete activities with regard to sustained cooperation and continuous increase of support;
3. Expertise development and knowledge-sharing: the conditions under which the knowledge and (specific) expertise of those involved can be continuously developed are described; it is described in which way knowledge sharing between partners and internal knowledge sharing is organized and encouraged in the partnership;
4. Progress evaluation: it is stated how the project is evaluated annually with the parties involved and how the results are used to improve the project; the activity plan also states (growing) insight into the needs of the target group and the required adjustments to the education program and its organization; attention is paid to monitoring the (changing) needs of individual students;
5. Feasibility and sustainability: potential risks and control measures are described; it is clear how cooperation will continue after the subsidy period and which activities will be undertaken for this; the plan shows that sustainable continuation of the project is possible after 2023 (without additional funding).

In the Netherlands, there are 152 regional collaborations of school boards of which 142 have received funding for the plans they submitted, after an initial assessment round in which they received feedback for improvement from the committee. They represent 96% of the student population. Several research consortia are now applying for the funding budget of €2,708,000 that is available for the impact study, which is an in-depth study of the interventions that are carried out in the context of the funding program. In addition to the monitoring study, the impact study examines the potentially effective mechanisms and preconditions. The impact study provides insights about the relationship between the interventions and:

1. The development of students with characteristics of giftedness;
2.  The design of programmes for these students;
3. The expertise development of professionals;
4. The cooperation between the parties involved. These insights serve to support (policy) practice.

Translation of relevant sections of legislation:

Presidency of the Republic of Paraguay
Ministry of Education and Culture
Decree Nr. 2837
which regulates the Law Nr. 5136 “Of Inclusive Education” from December 23, 2013.
Asuncion, December 22, 2014
…
Article 4: To ensure the access of all students with specific needs for educational support, all educational institutions be it public, private or private with allocated state funds, in different levels and modalities, will progressively include in their Institutional Educational Project, technical measures according to universal, national and local specifications emitted and regulated by the corresponding instance.
Article 5: According to what was disposed in Article 2 of Law 5136/2013, the specific concepts used in the present regulation have the following connotations:
a) Student with specific needs for educational support: Consider every student with specific needs for educational support that due to: physical, intellectual, auditory, visual and psychosocial disability, specific learning disorders, high intellectual abilities, late entry to the educational system, personal conditions or school history demands support or adjustments to reach the maximum possible development of their personal capacities.
d) High intellectual abilities: Consider that a student presents specific needs for educational support due to high intellectual abilities when they manipulate and relate in a simultaneous and efficacious manner multiple different cognitive resources, of logical, numerical, spatial, memory, verbal and creative ways, or stands out especially and in a extraordinary manner in handling one or several of them.

Article 22: Students with Specific Needs for Educational Support who have achieved the established objectives, will be promoted to the following grade and will obtain the certifications corresponding to their capacities and competencies, and their permanence in educational services must be guaranteed. Those who demonstrate curricular competencies that are superior to those corresponding to their age group, will be offered curricular options according to their level of abilities and knowledge.

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• Primary School Act, Article 11 (English Translation)
• Vocational Education Act (English Translation)
• General Upper Secondary School Act (English Translation)

• Organisation and Financing of Education Act (English Translation)
• Scholarship Act (English Translation)

1. A chapter on gifted education was authored in a white paper about Education in the Republic of Slovenia in 2011. The chapter gives an analysis of EU and Slovenian gifted education context and suggest future directions for gifted education in Slovenia. The white paper may be accessed here.
2. In 1999, The National Education Institute Slovenia authored a professional guideline for elementary and upper secondary schools for identifying and teaching gifted students. That report may be accessed here (English Translation). An updated version is currently under review.

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1. Scholarships and study grants are some of the instruments that contribute most effectively to making the principle of equal opportunities possible. For more than 20 years, there have been aids for specific programs complementary to the regulated education for students with a specific need for educational support associated with high intellectual abilities.
2. For some time, professional have acknowledged the necessity of an adequate attention for the gifted and talented students, and the parents have shown the satisfaction of seeing it recognized from the higher instances of the corresponding legislation to the attention to their children’s special educational needs (Recommendation from the Europe Council) legislation that at all the times protects appropriate educational opportunities for the student body according to the Convention on the Right of the Child (1989), in art. 29, paragraph 1, in which it is established that the education of the child shall be guided to develop the personality, aptitudes, and the mental and physical capacity to the maximum of their possibilities.
3.  The Organic Law of Education (at the level of the entire State) exists on the subject of gifted students from the appearance of the Royal Decree 696 / 1995. Since then, all the different Governments of the State, have followed taking into account these students. There are 17 autonomous communities which have competencies in education while maintaining the Organic Law of Education statewide.
   The Organic Law of Education (LOE), stated in Articles 76 and 77 (BOE, May 2006):
   • “It is the education authorities take the necessary measures to identify students with high intellectual capabilities and assess their needs early. Also it is their responsibility to take appropriate action plan for those needs.
   • after consultation with the Autonomous Communities, the rules for flexible duration of each stage of the education system for students with high intellectual abilities, regardless of their age.”