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The 17th Asia-Pacific Conference on Giftedness(08 July, 2022 Newsletter)
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EMBRACING DIVERSITY, BLOOMING TALENTS

WITH AN INSPIRATIONAL OPENING, THE SECOND DAY BEGAN WITH WARMTH AND ENCOURAGEMENT

The 17th Asia-Pacific Conference on Giftedness continued the enthusiasm on the first day of the opening. Crowds of people gathered at the registration office waiting before the opening of the event. A review film prepared by the Department of Special Education warmed up the event today in 202 Auditorium of the General Building. Through the post-competition interviews with athletes with disabilities, their uncompromising attitudes towards life were recorded. One athlete stated, “Whether I win or lose, the competition let me forget the troubles of life, and enjoy the great happiness of living in the moment.” Such spirit is worth learning by all.

FOURTH KEYNOTE SPEECH FROM PROFESSOR JONATHAN A. PLUCKER OF JOHN HOPKINS UNIVERSITY

The professor led the audience to review the current state of the research on causes of excellence gaps and strategies for shrinking and eventually eliminating them. The first paper on excellence gaps was published in 2010. In the dozen years since that original report, researchers and educators have learned a great deal about excellence gaps.

FIFTH KEYNOTE SPEECH FROM DOCTOR APICHART PHOLPRASERT OF CHULALONGKORN UNIVERSITY

Doctor explained to the audience that art education should be promoted, especially for every child and advanced in those who have special talent. Contributions of art to children's evelopment in diverse skills was highlighted. Formal school curriculum and structure often have limitation in providing fulfilling enrichment for the needs of talented and gifted students. Thus, he shared the major talented art educational programs in Thailand. With the support of the officials, the programs successfully enhanced the creativity and imagination of talented students. Students’education and personality development require everyone’s diligence.

HIGHLIGHTS OF SYMPOSIUM 2

PROFESSOR CHING-CHIH KUO FIRST PRESENTED HER IDEAS .

She mentioned that to determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted programs are often closed because of high identification criteria on standardized tests, especially intelligence tests. To bridge the achievement and the opportunity gaps between regular and gifted students with disabilities or different cultural backgrounds, educators are encouraged to apply the talent development model to develop hidden potential rather than focus on identification or labeling students as gifted. It is time to change the rigid concept of giftedness and expand the concept to discover multiple talents.

PROFESSOR UĞUR SAK FURTHER SHARED HIS INSIGHTS

He said that the term “Giftedness” in gifted education is criticized. Researchers have tried to restructure an amorphous construct to adopt it to educational settings rather than inventing or using scientific or educational terms preferred in many disciplines to signify human abilities.

FINALLY, ASSOCIATE PROFESSOR PEI-YING LIN BROUGHT US SOME SUGGESTION.

She suggested that in the past few decades, the relative institutions provided students with examinations and classroom assessment. Such changes to test management ensure that students with special needs to have fair access to teaching and assessment. However, relevant terminologies are often misunderstood and misused by educators at K-12 and higher educational institutions over time. Thus, based on the theories and practices of special education, assessment, and educational measurement, the professor used practical examples to help audiences better understand the distinctions among the terminologies that often confuse educators.

SIXTH KEYNOTE SPEECH FROM PROFESSOR MARGARET SUTHERLAND FROM THE UNIVERSITY OF GLASGOW

Professor shared many issues related to the career development of Asian gifted students, especially about cultural values, family influence, income, sense of security, prestige, gender role expectations, career indecision, interest, enjoyment. In addition, the professor also compared the factors affecting the career development of gifted students in Asian and non-Asian

environments, and shared important issues worth thinking about for the future career development of Asian gifted students. The wonderful sharing brought by many professors fully demonstrated the educational field’s emphasis on creating a high-quality learning environment and inspiring students' talent development. With all the physical and virtual sharing and discussions, the path to future gifted education must be promising.

HIGHLIGHT ONE

What could we do for high potential students in low income and the minority groups?

HIGHLIGHT TWO

Well-being has become an ESSENTIAL issue these days. What should we do for these gifted learners?

HIGHLIGHT THREE

A new PERSPECTIVE for gifted identification?! What is the FUZZY THEORY? How do we do it?

HIGHLIGHT FOUR

Give me a booster and I will learn faster.What are the boosters for talent development?

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