Gifted education and talent support in Germany.

Autor/inn/en	Fischer, Christian; Müller, Kerstin
Titel	Gifted education and talent support in Germany. Paralleltitel: Izobrazevanje nadarjenih in spodbujanje talentiranih v Nemciji.
Quelle	In: CEPS journal, 4 (2014) 3, S. 31-54Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-96162
Schlagwörter	Akzeleration; Hochbegabung; Intelligenz (Psy); Metakognition; Intelligenzmessung; Bildungssystem; Bildungspolitik; Schülerakademie; Lehrer; Begabtenförderung; Individualisierung; Ergänzungsunterricht; Föderalismus; Wettbewerb; Qualifikation; Auslese; Talentsuche; Institution; Stiftung; Baden-Württemberg; Bayern; Berlin; Brandenburg; Bremen; Deutschland; Hamburg; Hessen; Mecklenburg-Vorpommern; Niedersachsen; Nordrhein-Westfalen; Rheinland-Pfalz; Saarland; Sachsen; Sachsen-Anhalt; Schleswig-Holstein; Thüringen
Abstract	While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents' associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children, enabling the exchange of information on giftedness and the cooperation of different institutions. Talented children are also provided with access to scholarships as well as to special academies and competitions on different topics. Furthermore, educators and researches involved in the promotion of giftedness can attend conferences as well as gaining qualifications as specialists in gifted education and talent support. In addition to these nationwide, extracurricular measures, the individual federal states offer various acceleration and enrichment activities for children with high abilities at school. Overall, this leads to a diverse system of gifted education and talent support in Germany. It does, however, mean that Germany lacks a common national strategy of gifted education and talent support due to the lack of networking of the individual federal states. By exchanging ideas and information on their applied concepts of ability promotion, the federal states could benefit from each other's expertise and experiences. Further improvement could be achieved if concepts of gifted education and talent support were to become an integral part of various discussions, such as those on inclusive education or on the results of international comparative studies (e.g., PISA, PIRLS or TIMSS). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1