Gifted Education and Counselling in Canada
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Gifted Education and Counselling in Canada Judy L. Lupart,1 Michael C. Pyryt,2 Shelley L. Watson,1 and Krista Pierce1
Education in Canada is determined at the provincial level of jurisdiction. Each province and territory has a unique system of legislation and policy, although most provinces view the education of gifted students as a category of service provision under special education. The first section of this paper provides a brief, general overview of key themes that emerge from an analysis of the relevant Education Ministry documents and literature concerning gifted education and counselling within the Canadian context. Where appropriate, the particular province(s) and/or territory(s) associated with the themes is noted. The second section highlights the work of Canadian scholars most relevant to counsellors working with gifted students. A brief review of recommended counselling needs, goals, and practices for the gifted is presented in the conclusion. KEY WORDS: Canadian education; gifted education; counselling needs; gifted counselling; counselling parents.
THE CANADIAN CONTEXT In Canada, education at the kindergarten, elementary, and secondary levels is the sole responsibility of each province and territory. As such, the delivery of educational services for gifted students is impacted by Education Acts, regulations, and ministerial directives within each provincial and territorial jurisdiction (Yewchuk, 2000a). Review articles by Goguen (1993), Leroux (2000), and Yewchuk (2000a), and examination of the special millennium issue on giftedness in Canada edited by Yewchuk (2000b), provide the opportunity to identify several themes. One theme that is evident is the diversity of approaches for identifying and educating gifted students. It is quite possible that an individual can be gifted in one province but “not gifted” in another. Within each province, identification 1 University 2 University
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procedures and educational approaches will vary from school district to school district. Examples from British Columbia highlight the diversity of programs. Currently, gifted education in British Columbia includes a variety of programs for students with high ability. Programs vary throughout the province and generally are decided upon on a district-by-district basis. While this practice allows for responsiveness to the community context, it has the disadvantage of substantial variability in program options. Coupled with the variability in identification practices, the result can be that students receive attention to their special learning needs in one school district but not in another (Klapp & Porath, 2000). Some public and private schools exist for the express purpose of educating gifted learners. Some examples are as follows: • In an urban district, Challenge Centres are set up in host elementary schools. These offer three modules per year, each lasting for nine weeks; • Second
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