The European Council
for High Ability has established a teacher training programme to
award participants the ECHA DIPLOMA which allows participants
the following professional qualification:
'Specialist in Gifted
Education'
In the following guidelines the aims, contents, methods of
assessment and prerequisites of the ECHA Diploma training
programme are described. Other teacher training programmes that
wish to be recognized by ECHA should meet these guidelines.
Dr.Willy Peters awards the ECHA
Diploma to Jasna Cvetkoviæ Lay in Rovinj 2000.
Aims of the course
To acquaint candidates with:
- Knowledge of the history of the gifted from both national
and international perspectives. Knowledge of the relevant
terminology as well as of the most important people and
theories in the field. This includes a personal philosophy and
a well-reasoned rationale for the encouragement of the highly
able1 and problems concerning the development of
criteria for the recognition of exceptional abilities.
- Major approaches to the measurement and assessment of high
abilities, commonly used contemporary criteria, local
considerations, the practical application and use of
observational procedures currently available. A particular
point of interest must be the understanding and enrichment of
the student as an individual with needs not only academically
but also in the area of emotional and social growth.
- Contemporary approaches to educating the highly able,
including specific procedures and evaluation.
- The importance of creativity research and its influence on
the potential development of the gifted; they are able to
stimulate creative thinking and expression in gifted girls and
boys.
- Knowledge of the specific developmental needs regarding
peer interaction. In addition, they know the different aspects
of personality development, like achievement motivation,
social-emotional aspects and specific gender aspects.
- Knowledge of the development of gifted individuals from a
life span perspective. They know what can contribute to a
successful development of gifted potential, so that giftedness
during childhood may lead to adult life success.
- The ability to counsel and develop gifted programs for
schools, the family, and government agencies.
Contents of the course
The program has a scope of approximately 500 hours. It
consists of a theoretical and a practical part. During the
course the educational and professional experience of the
participants will be taken in account and their personal
capacities will be strenghtened. Besides the academic
competence, the social abilities are an important part of the
course.
Theoretical part (approximately 250 hours)
The theoretical part consists of seminars regarding four
thematic blocks and includes also meetings in groups to discuss
the literature. The thematic blocks are structured according to
the following contents:
- CONCEPTIONS OF GIFTEDNESS
- Basic notions on human development
- Nature and conceptions of human intelligence and creativity:
models and theories
- Theories and models on giftedness and talent: implicit,
explicit, others
- Cognitive, affective, social characteristics of the gifted
and talented
- IDENTIFICATION OF THE GIFTED AND TALENTED
- Fundamentals of the identification process
- Identification as a decision making process
- Instruments in the identification process
- Models of identification
- Identification in practice: study of some research examples
- EDUCATING THE GIFTED: INSTRUCTIONAL MODELS AND
PRACTICES
- Acceleration and enrichment
- Curriculum planning and development
- Learning environment characteristics
- Content, process and product modifications
- Curricular strategies
Acceleration
Enrichment
Ability grouping
- Programs for the gifted and talented
- Analysis of relevant institutions and programs worldwide
- Adapting the curriculum in the content areas
- SPECIAL ISSUES
- Gifted and the family
- Social and emotional needs of the gifted
- Special groups of gifted: minorities, woman, underachievers,
etc.
- Others
- METHODOLOGICAL TOPICS
- Basic knowledge of educational research paradigms
- Notions of the psychoeducational research process
- Fundamentals of measurement and evaluation
- Program evaluation: basic notions
- Reading scientific literature
- How to carry out a small empirical research project
Literature (preliminary)
The students will have to study the literature for each of the
five sections that is listed below. Literature may be replaced
by texts in the local language. This has to be approved by the
ECHA executive committee.
 | Mönks, F.J. & Mason, E.J. (2000). Developmental Psychology
and Giftedness: Theories and Research. In: K.A. Heller, F.J.
Mönks, R.J. Sternberg & R.F. Subotnik (Eds.) International
Handbook of Giftedness and Talent (2nd Edition) (pp.
141-155). Oxford: Pergamon.
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 | Sternberg, R. J. (2000). Successful Intelligence: A
Unified View of Giftedness. In: C.F.M. van Lieshout & P.G.
Heymans (Eds.) Developing talent across the life span
(pp. 43-65). Philadelphia, PA, US: Psychology Press/Taylor and
Francis.
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 | Tannenbaum, A.J. (2000). A History of Giftedness in School
and Society. In: K.A. Heller, F.J. Mönks, R.J. Sternberg &
R.F. Subotnik (Eds.) International Handbook of Giftedness
and Talent (2nd Edition) (pp. 23-53). Oxford: Pergamon.
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 | Thompson, L.A., & Plomin, R. (2000). Genetic Tools for
Exploring Individual Differences in Intelligence. In: K.A.
Heller, F.J. Mönks, R.J. Sternberg & R.F. Subotnik (Eds.)
International Handbook of Giftedness and Talent (2nd Edition)
(pp. 157-164). Oxford: Pergamon.
|
 | Perleth, C., Schatz, T., & Mönks, F.J. (2000). Early
Identification of High Ability. In: K.A. Heller, F.J. Mönks,
R.J. Sternberg & R.F. Subotnik (Eds.) International
Handbook of Giftedness and Talent (2nd Edition) (pp.
297-316). Oxford: Pergamon.
|
 | Riksen-Walraven, J.M., & Zevalkink, J. (2000). Gifted
Infants: What Kinds of Support do They Need? In: C.F.M. van
Lieshout & P.G. Heymans (Eds.) Developing talent across the
life span (pp. 203-229) Philadelphia, PA, US: Psychology
Press/Taylor and Francis.
|
 | Feldhusen, J.F., & Jarwan, F.A. (2000). Identification of
Gifted and Talented Youth for Educational Programs. In: K.A.
Heller, F.J. Mönks, R.J. Sternberg & R.F. Subotnik (Eds.)
International Handbook of Giftedness and Talent (2nd Edition)
(pp. 271-282). Oxford: Pergamon.
|
 | Gallagher, J.J., & Gallagher, S.A. (1994). Teaching the
Gifted Child. Boston: Allyn and Bacon.
Chapter 2: Characteristics of Gifted Students
Chapter 3: School Adaptations for the Gifted
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 | VanTassel-Baska, J. (2000). Theory and Research on
Curriculum Development for the Gifted. In: K.A. Heller, F.J.
Mönks, R.J. Sternberg & R.F. Subotnik (Eds.) International
Handbook of Giftedness and Talent (2nd Edition) (pp.
345-365). Oxford: Pergamon.
|
 | Freeman, J. (2001) Gifted Children Grown Up.
London: David Fulton. (Results of a 27 year follow-up of
gifted and non-gifted children)
|
 | Freeman, J. (1998) Educating the Very Able: Current
International Research. London: The Stationery Office.
(Translated into Thai) (Free on
www.joanfreeman.co.uk)
|
 | Freeman, J. (2000) ‘Families, the essential context for
gifts and talents’, (pp. 573-585) in K.A. Heller, F.J. Mönks,
R. Sternberg & R. Subotnik, International Handbook of
Research and Development of Giftedness and Talent. Oxford:
Pergamon Press.
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 | Freeman, J. (2000) ‘Teaching for talent: lessons from the
research’, in Lieshout, C.F.M. & Heymans, P.G. (Eds.)
Developing Talent Across the Lifespan. (pp. 231-248)
London: Psychology Press.
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 | Colangelo, N., & Assouline, S.G. (2000). Counseling Gifted
Students. In: K.A. Heller, F.J. Mönks, R.J. Sternberg & R.F.
Subotnik (Eds.) International Handbook of Giftedness and
Talent (2nd Edition) (pp. 595-607). Oxford: Pergamon.
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 | Peters, W.A.M., Grager-Loidl, H., & Supplee, P. (2000).
Underachievement in Gifted Children and Adolescents: Theory
and Practice. In: K.A. Heller, F.J. Mönks, R.J. Sternberg &
R.F. Subotnik (Eds.) International Handbook of Giftedness
and Talent (2nd Editition) (pp. 609-620). Oxford:
Pergamon.
|
 | Csikszentmihalyi, M., & Wolfe, R. (2000). New Conceptions
and Research Approaches to Creativity: Implications of a
Systems Perspective for Creativity in Education. In: K.A.
Heller, F.J. Mönks, R.J. Sternberg & R.F. Subotnik (Eds.)
International Handbook of Giftedness and Talent (2nd
Editition) (pp. 81-92). Oxford: Pergamon.
|
 | Boulanger, M., Peters, W., & Hoogeveen, L. (2000).
Help, mijn dochter is hoogbegaafd. Utrecht: Lemma.
|
 | Mönks, F.J., & Ypenburg, I. (1995). Hoogbegaafde
Kinderen Thuis en op School. Alphen aan den Rijn: Samsom
H.D. Tjeenk Willink. |
Assessment
The following items belong to the theoretical part of the
course:
- Independent evaluation of an article concerning the gifted.
- Candidates will have shown evidence that they have a good
understanding of the literature of the course. This may be in
the form of a written, oral or presentation submission.
Practical part and final thesis (approx. 250 hours)
The practical part will consist of three items:
- Internship: working with gifted boys and girls
Content: practical work with gifted students.
Requirements: under the guidance of a supervisor appointed by
the local institution.
Duration: at least three months (including the empirical work
for the thesis)
Conclusion: writing a paper that analyses and evaluates the
project.
- Visits of schools, classes or institutions for the
gifted
Participation in meetings, visitation of at least four schools
or other facilities, that have some connection with the gifted
enrichment. These visits must be arranged in conjunction with
the supervisor. The activities connected with the excursion
are concluded with a short critical essay.
- Thesis
The final thesis consists of a project of gifted education (in
a school). In writing the thesis the Guidelines for the
thesis must be observed.
Prerequisites
This course is meant for persons working in the field of
education, teachers and schoolemployees who intend to specialize
in gifted education.
Candidates for the exam must fulfil one of the following
conditions:
- Bachelor of Arts, or equivalent, or nationally acknowledged as
a teacher
- Employment in the field of primary or secondary education
and/or in the field of teaching
- A similar degree or profession (evaluated per individual by
the supervisor)
Preferably also:
- Experience with gifted children or adolescents
- A good command of English
- Membership of ECHA
Costs
The fee will be determined locally and will be based upon the
amount of service which participants will receive. It will
include membership of ECHA for the duration of the course.
Language
Predominantly English
At present the ECHA Diploma is offered by the following
institutions from which further information may be obtained:
Appendix
Guidelines for the thesis
The thesis is the final part of the course. The thesis will
prove clearly that participants are capable:
- to recognise, to analyse and to solve a problem of gifted
education;
- to find the relevant literature for that particular topic
and to incorporate it in the thesis;
- to develop a research design and to apply it (e.g.
schoolwide enrichment program; new didactics);
- to analyse the collected data, to present it
systematically and to discuss it in the context of existing
gifted programs. The thesis should also clarify to what extend
the project contributes to new insights and what has to be
done to put it into practice.
The paper must also make clear to what extend it contributes to
new insights and what steps have been taken to develop the
presented findings.
Length 30 to 60 pages, line space 1.5, one page
containing approximately 200 words. No hand written manuscripts.
Pages must be numbered.
Style and language must be understandable for the lay
person. Foreign language terms and abbrevations must be avoided
if possible, otherwise they should be explained. If an
abbrevation is used often, then it must be written in full or
explained the first time it is used.
Figures and tables must have distinct titles and
explanations which make it possible to understand them
independently of the text.
Literature references in the text: last name of author
only, followed by the year of publication.
Examples for quotations in the text: last name of the
author, followed by year of publication:
........... so Sternberg (l960) states .......
Mönks and Peters (l987, p. 87) already said
psychologically speaking (Sternberg, 1960) the case is .......
Repeatedly, it has been emphazised (Rollet, 1991; Oerter,
1993) .......
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The list of references at the end of the thesis should
contain only the titles mentioned in the text: no additional
titles are allowed.
Examples for literature references in the list of references:
Books:
Peters, W.A.M., Grager-Loidl, H., & Supplee, P. (2000).
Underachievement in Gifted Children and Adolescents: Theory
and Practice. In: K.A. Heller, F.J. Mönks, R.J. Sternberg, &
R.F. Subotnik (Eds) International Handbook of Giftedness
and Talent (2nd Edition) (pp. 609-620). Oxford: Pergamon.
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Journals:
Robinson, N.M. (1995). Rescuing the baby: A commentary on
The Bell Curve. Gifted Child Quarterly, 39, pp.
180-182.
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Possible project themes:
1. Gifted underarchievers
2. Differentation of ability groups, within a class
3. Differentation of ability groups between classes
4. Compacting - Theory and practice
5. Enrichment and/or acceleration? - Theoretical and practical
applications
6. Non academic measures
7. Creativity training for school subjects
8. Measurements for gifted and talented students - enrichment
programs for colleagues
9. Theoretical presentation and description of an enrichment
project for individual gifted students or a group of gifted
students: identification, aims and methods of enrichment,
concrete interventions.
10. Execution and evaluation of multiple programs in general
education
11. Presentation of case studies with critical analysis and
potential solutions
12. Writing an article about gifted education, in a publishable
form

1 The terms giftedness, talent and higly able are
used as synonyms
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