Gifted Education in Hong Kong-Effective Practices

Topics: Gifted education, Education, Curriculum Pages: 4 (2630 words) Published: November 1, 2014
In Hong Kong, gifted education was not placed as an education policy until the release of Education Commission Report No. 4 in 1990, which addressed serious inadequacies in gifted education for Hong Kongs most bright and talented students (Education Commission Report No. 4, 1990). In 1995, Fung Hon Chu Gifted Education Centre was established for promoting and supporting gifted students, parents and teachers. In response to the increasing demand on gifted education, the Gifted Education Section of Education Manpower Bureau (now EDB) was formally established in 2003 to implement the gifted education policy. In 2006, Hong Kong Government announced the establishment of the Hong Kong Academy for Gifted Education (HKAGE) which was formally established in 2008 to offer education programs for secondary gifted students nominated by schools. HKAGEs service extended to primary gifted students in 2012. Three-Tier Framework In Hong Kong, the Three-Tiers-Framework was formulated in 2002 to act as the gifted education policy in Hong Kong. Generally, Tier 1 is designed to accommodate learners in the general education classroom, with universal interventions to the core program that are both preventative and proactive (Adams Boswell, 2012). In Hong Kong, schools have to immerse the core elements advocated in gifted education and to differentiate curriculum to meet learning needs of ALL students in regular classrooms. Tier 2 provides targeted interventions for 5-10 of the gifted students who have no response to interventions in Tier 1 (Adams Boswell, 2012). In Hong Kong, schools have to conduct pull-out programs of generic nature students such as creativity training or leadership training and in specific areas such as Maths or Arts within or after regular school hours. Both Tiers 1 2 are recognized as being school-based approach. At Tier 3, intensive interventions are designed for the students who have not response to interventions at Tiers 1 and 2. Target students at...
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