Conference Agenda

Why identify? Rethinking purposeful & equitable identification of advanced learners

Amy Shelton

Johns Hopkins University, United States of America

Identifying and serving our diverse gifted learners: Taking an inclusive approach

Dina Brulles

Arizona State University, United States of America

Policy in high ability education and research

Chair(s): Caroline Sims (University of Gavle, Sweden)

Presentations of the Symposium

Gifted Education Policy in the US

Pamela Clinkenbeard¹, Kimberley Chandler^2
1University of Wisconsin-Whitewater, USA, ²Johns Hopkins Center for Talented Youth

Recent public debates and consultations on education in Scotland

Margaret Sutherland, Cathrine Reid
Glasgow University

Educator, parent, and student attitudes toward gifted education policy in Ireland

Orla Dunne
Dublin City University

Inclusion, special education and giftedness in educational policy in Sweden.

Caroline Sims
University of Gavle

The good practices of talent nurturing and scientific research of the "Genius" Charity Foundation

Natalia Varadi

"Genius" Charity Foundation, Ukraine

Inclusive practices: How federal, regional, and local collaborations support equity in gifted education

Maria Katsaros-Molzahn, Lalitha Murali

Wisconsin Association for Talented and Gifted, United States of America

Evaluating gifted education in Palestine: A study of educational and learning capitals

Anies Al-Hroub

American University of Beirut, Lebanon (Lebanese Republic)

The COARs as an intervention program to support highly able high schoolers coming from ethnic-linguistic diverse disadvantage contexts

Sheyla Blumen¹, Daniela Ego Aguirre¹, Tiffany Sandoval¹, Joaquin Velando²

1: Pontifical Catholic University of Peru, Peru; 2: University of Seville, Spain

Equal talents = Equal judgements?

Kim Smeets^1,2, Ellen Rohaan³, Sanne van der Ven⁴, Anouke Bakx^1,4

1: Fontys School for Child Studies and Education, Fontys University of Applied Sciences, Tilburg, The Netherlands; 2: Developmental Psychology, Tilburg University, Tilburg, The Netherlands; 3: Fontys School for Child Studies and Education, Fontys University of Applied Sciences, Eindhoven, The Netherlands; 4: Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands

Empowering gifted education: An evaluation of the Mawhiba Classes Program and its multidimensional impact on students, parents, and teachers

Fahad Suliman Alfaiz, Khalid Mohammad Alsharif, Moyassar Abdulrahman Alshamekh

King Abdulaziz and his Companions Foundation for Giftedness and Creativity, Saudi Arabia

Giftedness, a Constitution of Awareness

Truus Van Der Kaaij

Own practice; Former affiliation Radboud University Nijmegen, The Netherlands.

The Motivation of Dutch Secondary School Students from high and low SES Backgrounds

Lineke van Tricht¹, Joyce Gubbels², Anouke Bakx³, Lianne Hoogeveen¹

1: Radboud University Nijmegen, Netherlands, The; 2: Dutch Center for Language Education, Nijmegen, Netherlands, The; 3: Fontys University of Applied Sciences, Fontys Child and Education, Tilburg, Netherlands, The

Cognitive profiles of gifted primary school students with mild reading difficulties

Kim Lijbers^1,2, Sietske van Viersen³, Arjan van Tilborg^4,5, Anouke Bakx^6,7

1: Developmental Psychology, Tilburg University, Tilburg, the Netherlands; 2: Foundation for School Boards Primary Education (SSPOH), ’s-Hertogenbosch, the Netherlands; 3: Development & Education of Youth in Diverse Societies, Utrecht University, Utrecht, the Netherlands; 4: Educational Development & Training, Utrecht University, Utrecht, the Netherlands; 5: Department of Education, Utrecht University, Utrecht, the Netherlands; 6: Fontys Child and Education, Fontys University of Applied Sciences, Tilburg, the Netherlands; 7: Institute for Behavioural Science, Radboud University, Nijmegen, The Netherlands

Meeting the needs of twice-exceptional students: A Dutch research and practice based project

Marielle Marie Wittelings, Evelyn Kroesbergen, Lianne Hoogeveen

Radboud University, Netherlands, The

Gifted and non-gifted high school students’ experiences during the COVID-19 pandemic

Neža Podlogar¹, Anja Podlesek², Mojca Juriševič¹

1: University of Ljubljana Faculty of Education, Slovenia; 2: University of Ljubljana Faculty of Arts, Slovenia

Identifying gifted children, even when it seems unlikely

Femke Hovinga, Diane van Dijk

SCALIQ

Discovering hidden talent: gifted students with a migration background

Femke Hovinga, Diane van Dijk

SCALIQ

What do they know about giftedness? an empirical study of pre-service teachers, teachers, and professors

Merve Irem Ercan, Albert Ziegler

Friedrich- Alexander Universitat, Germany

Identification and characterization of intellectual precocity in the Chilean early childhood population

María Leonor Conejeros-Solar¹, María Paz Gómez-Arizaga², Katia Sandoval-Rodriguez¹, Sandra Catalán¹, Tatiana López¹, Cristóbal Bustamante¹, Natalie Contador¹, Josefa Quijanes¹

1: Pontificia Universidad Católica de Valparaíso, Chile; 2: Universidad de Santiago de Chile

Textbooks meet gifted students´ needs in Swedish technology education

Helen Brink, Jorryt van Bommel, Nina Kilbrink

Karlstad University, Sweden

Writing and Implementing a Grant to Tackle Inequity in Gifted Education

Kelly C. Margot¹, Chandra B. Floyd², Sarah Miller³

1: Grand Valley State University, United States of America; 2: William & Mary, United States of America; 3: Roeper Institute, United States of America

A roadmap to meet the needs of high ability learners in schools and beyond

Saskia Buyckx, Kim Kiekens

SPRING-STOF vzw, Belgium

Using different WISC-V Indices to identify giftedness in dyslexic students

Athina Voulgari, Susana Padeliadu

Aristotle University of Thessaloniki, Greece

Underachievement at School: How can we prevent an Odyssey of Suffering?

Wiebke Friederike Evers, Nadja Olyai

Karg-Foundation, Germany

Turning hidden barriers into manageable opportunities – how to facilitate the gifted and talented in an egalitarian educational society.

Ole Kyed

olekyed.dk, Denmark

Voices of Gifted Education over the last 30 years

Colm O'Reilly

DCU, Ireland

Teachers tell us what they want: Response to professional learning in an elementary STEM program

Ann Elizabeth Robinson¹, Monica Meadows¹, Keila Moreno¹, Jill Adelson²

1: University of Arkansas, Little Rock, United States of America; 2: Adelson Research & Consulting, LLC, United States of America

An intensive 2-day-training to learn to meet the needs of high ability learners in schools and beyond

Saskia Buyckx, Kim Kiekens

SPRING-STOF vzw, Belgium

Gifted children; a study of parents' perceptions of pedagogical practice in kindergarten in Norway

Hilde Sundnes, Gila Hammer Furnes

NLA University College, Norway

Nurturing Brilliance: Exploring the qualities of exceptional educators for gifted students in Greece

Marialena Kostouli, Georgia Tsoulfa

CTY-Greece, Greece

Metacognition: empower your students’ super thinking

Jeanne L. Paynter

Educating Innovators, United States of America

Exploration of Irish gifted students experiences with the Junior Cycle science course

Megan Griffiths^1,2, Joe O'Hara², Leeanne Hinch¹

1: Centre for Talented Youth Ireland; 2: Institute of Education, Dublin City University

The LUCET fellowship: An innovative practice for gifted college students in Peru

Sheyla Blumen, Jose Gallardo, Estrella Guerra, Jose Rodriguez, Fernanda Sota, Karen Goicochea

Pontifical Catholic University of Peru, Peru

Co-designing Strength-Based Interventions for Twice Exceptional Students with Autism Spectrum Disorder (2e-ASD) through collaboration from teachers and parents

Aiswarya Radhakrishnan, Lorraine Boran, Colm O'Reilly

Dublin City University (Center for Talented Youth Ireland), Ireland

Promoting academic, social and communication skills of the gifted learner through a different approach to differentiation

Lorena Georgiadou, Stamatios Katsikas

Anatolia College, Greece

Creating equitable opportunities for twice-exceptional learners by unlocking their potential

Holly A. Kincaid¹, Marcia A. B. Delcourt²

1: Sun River Valley Schools, United States of America; 2: Western Connecticut State University

Using picture books to connect with your young gifted child

Gayle Bentley, Lin Lim

Bridges Graduate School of Cognitive Diversity in Education

The equity equation in gifted education

Salma Baghajati

London Metropolitan Universtiy, Austria

Identifying and assessing the needs of twice-exceptional students: construction of a tool focused on their unique traits

Ludovica Rizzo¹, Stefania Pinnelli²

1: University of Macerata and University of Salento, Italy; 2: University of Salento, Italy

Supporting twice-exceptional gifted learners through the station teaching method

Ülle Kuusk-Kupits¹, Halliki Põlda²

1: Valjala Primary School, Estonia; 2: Tallinn University, Estonia

Gifted who are successful despite the education system

Eva Vondráková

Association for Talent and Giftedness /STaN/, Czech Republic

Realising talent through Discovery Sprints

Sivanes Phillipson, Steven Murdoch, Nicki Wragg, Lyn Kee

Swinburne University of Technology, Australia

The Sparkle Project: What makes teachers of the gifted thrive in their jobs?

Eleonoor van Gerven¹, Wendy Behrens², Annemieke Weterings-Helmons³, Anouke Bakx⁴, Ana Miro Meijas⁵

1: Slim Educatief, Netherlands, The; 2: Minnesota Department of Education, United States; 3: Fontys OSO, The Netherlands; 4: Fontys University; 5: University of Puerto Rico

Sifting through the essentials of gifted education for talent cultivation: separating the wheat from the chaff

Del Siegle

University of Connecticut Director, National Center for Research on Gifted Education Director,, United States of America

P_01: A holistic exploration of two high-ability primary school students' learning profiles in Larissa, Greece

Christina-Ioanna Schoina, Olga Balampekou

Centre for Interdisciplinary Assessment, Counseling, and Support (KE.D.A.S.Y.) Larissa, Greece, Greece

P_02: Cognitive characteristics of mathematically gifted students: a systematic review

Yasemin Sipahi, A. Kadir Bahar

University of Georgia, United States of America

P_03: Customizing a summer professional development on gifted education

Chandra B. Floyd², Kelly C. Margot¹, Sarah Miller³

1: Grand Valley State University, United States of America; 2: William & Mary, United States of America; 3: Roeper Institute, United States of America

P_04: Internal traits and external supports enhance the psychological wellbeing of students

Susan Therese Murket, Michelle Avila Vanderburg, Jay Deagon

Central Queensland University, Australia

P_05: Exploring educational and learning capitals in high ability students: Perspectives from the Actiotope Model in Mexico

María de los Dolores Valadez Sierra¹, Grecia Emilia Ortíz Coronel²

1: Department of Applied Psychology Health Sciences Centre, University of Guadalajara, Mexico; 2: Department of Applied Psychology University Health Sciences Centre, University of Guadalajara, Mexico

P_06: Invenio: Gamified test principles for spatial skills measurement

Ivan Černický¹, Michal Jabůrek², Ondřej Straka², Šárka Portešová², Petr Palíšek¹

1: Masaryk University, Czech Republic; 2: Invenio - National Center for Gifted, Czech Republic

P_07: Maintaning Creativity among adults

Rebecca Polynice

Grace Dart Extended Care Center, Montreal

P_08: Parental perspectives on frustration in children with high abilities

Gabriela López Aymes

Autonomous University of the State of Morelos, Mexico

P_09: Relationship among career maturity, academic identity, and well-being of middle and high school high-ability students

Mihyeon Kim

College of William and Mary, United States of America

P_10: Research on literacy instruction for students with advanced literacy skills: a map of the field

Diana von Börtzell-Szuch, Mara Westling Allodi, Attila Szabo

Stockholm University, Sweden

P_11: Specialized tutoring program for dual exceptionalities in higher education students

Gerardo Aguilera Rodríguez, María de los Dolores Valadez Sierra, Rafael Barragan Aguayo

Universidad de Guadalajara, Mexico

P_12: The school experience of a gifted fifth-grade student: a case study

Jana Pleskotová, Hana Sirotková, Jiří Závora

Jan Evangelista Purkyně University

P_14: Multiple Exceptionality: Presentation of a case of Artistic Talent in Painting with Specific Language Disorder and Attention Deficit Hyperactivity Disorder

Celia Josefina Rodríguez Cervantes^1,2, Teresita de Jesús Villaseñor Cabrera^2,3

1: Institute of Psychology and Special Education, University of Guadalajara, Mexico; 2: Neuropsychology Department, SOMEI, Guadalajara, Jalisco, México; 3: Neurosciences Department, University Center of Health Sciences, University of Guadalajara

P_15: Teacher training program to address giftedness and ADHD

Brianda Franco Lopez, María de los Dolores Valadez Sierra

University of Guadalajara, Mexico

A developmental perspective on giftedness: The talent development in achievement domains (TAD) framework and its practical implications

Franzis Preckel

University of Trier, Germany

The legacy of Joan Freeman

Chair(s): Mojca Juriševič (University of Ljubljana), Csilla Fuszek (Ezropean Talent Centre_Budapest)

Presentations of the Symposium

Introduction

Mojca Juriševič
University of Ljubljana

Remembering Joan

Eleonoor van Gerven¹, Lianne Hoogeveen^2
1Slim Educatief, ²Radboud University

Vineyard excursion

Sheyla Blumen
Pontifical Catholic University of Peru

Inspired by Joan

Caroline Sims¹, Csilla Fuszek^2
1University of Gavle, ²Ezropean Talent Centre_Budapest

Mental well-being of gifted students in Swedish schools

Charlotta Lindvall

Karlstad University, Sweden

Mathematics meets industry a day full of creativity and joy

Elisabet Mellroth, Adrian Muntean

Karlstad University, Sweden

Greek state agencies’ and teacher perspectives on identifying and serving gifted and talented students

Angeliki Kloukina¹, Lefki Kourea²

1: University of Nicosia, Cyprus; 2: University of Nicosia, Cyprus

Intra-network mentoring

Shira Hirsh, Eli Fried

Maimonides fund, Israel

Motivational profiles of gifted students in science

Marie McGregor¹, Jae Jung², Paul Evans³

1: The University of New South Wales, Australia; 2: The University of New South Wales, Australia; 3: The University of New South Wales, Australia

Wellbeing, motivation and creativity in, and for, learning in Gifted adolescents

Anastasia Panidou, Smaragda Spyrou

Pinewood American International School of Thessaloniki, Greece

Social experiences and psychological risk among high ability students on a summer enrichment programme in Ireland

Colm O'Reilly¹, Tracy L. Cross², Jennifer Riedl Cross²

1: Centre for Talented Youth-Ireland, Dublin City University, Ireland; 2: William & Mary Center for Gifted Education, United States of America

A philosophical approach to talent development

Anne Van de Vijver¹, Sven Mathijssen²

1: University of Antwerp, Belgium; 2: Radboud University, the Netherlands

The applied dynamics of growth mindset through differential reinforcement in gifted students

Despoina Korentini, Theodora Koutsou

Mensa Greece, Greece

Inclusion and giftedness: Exploring tensions and possibilities in schools

Lilyana Thorsager

Karlstad University, Sweden

Where’s the Gift? Pragmatic Language and the Pitfalls of Rejection and Acceptance

Paul Beljan¹, Lynn Carahaly²

1: Beljan Psychological Services, United States of America; 2: Foundations Developmental House

Paving the path to success: creating equitable opportunities for all gifted learners to shine

Holly Ann Kincaid¹, Cynthia Z. Hansen²

1: Sun River Valley Schools; 2: CZH Educational Therapy, Gifted 2E Education Consulting, Bridges Graduate School of Cognitive Diversity

Supporting Parents of Gifted Children in the UK: Insight and Intervention

Natalie Jensen

Potential Plus UK, United Kingdom

Bright students continuously cultivating abilities bring growth, progress, and success.

Pichak Siripoonsap, Ngarmmars Kasemset

Thailand-The Gifted and Talented Foundation, Thailand

A Model of the Parent/Caregiver Journey

Julie Taplin

Potential Plus UK, United Kingdom

Identifying and supporting high ability in the UK through an assessment service

Andrea Anguera

Potential Plus UK, United Kingdom

Understanding social-emotional needs from previous radical accelerants: A qualitative analysis

Rachel C Lin-Yang, C Owen Lo

University of British Columbia, Canada

Turning challenges into opportunities by identifying gifted employees

Catalina Beckhoff¹, David Rempel²

1: University of Hertfordshire, UK; 2: International University, Germany

Nurturing creativity - Helping parents understand the working of their children's minds

Britta Weinbrandt

Arts & Change Coaching, Germany

Talent Development: the key to motivation for twice exceptional students

Susan Baum, Marcy Dann

Bridges Graduate School, United States of America

Exploring ethical perspectives: rethinking giftedness and education through dialogue

Maritza Salcido

Friedrich Alexander University, Germany

Inclusive design for neurodiverse audiences

Erin Tee

Bridges Graduate School, United States

The workshop on developing 4 soft skills

Assel Amanzholova, Alina Khamatdinova, Gulim Jussupova

Corporate Fund "Fund "El Umiti", Kazakhstan

Specific educational and social-emotional needs of high-ability students in higher education

Marianne Nannings, Marjolijn Van Weerdenburg, Petrie Van der Zanden, Lianne Hoogeveen

Radboud University, Netherlands, The

Transformation potential of young people in a world of multiple crises

Christian Fischer, Franziska Strübbe, Malina Spieker

Universität Münster, Germany

Counseling Parents at the Flensburg Center for Giftedness

Sabine Küster

Europa-Universitaet Flensburg, Germany

Pe(a)rs for Life

Carola Van Rijn¹, Marielle Stutterheim², Willeke Rol³, Winanda Riemersma⁴

1: Florente, Netherlands, The; 2: Werkplaats de open plek, Netherlands, The; 3: Bright Kids,Netherlands, The; 4: Winiq, Netherlands, The

The influence of COVID-19 pandemic on the motivation of gifted high school students in Croatia, Serbia and Slovenia

Mojca Juriševič¹, Zora Krnjaić², Jana Šimon³

1: University of Ljubljana, Faculty of Education, Slovenia; 2: University of Belgrade, Institute of Psychology, Serbia; 3: Institute for Social Research in Zagreb, Croatia

Understanding the Needs of Parents of Gifted Children with the Help of Mezosystem Level

Adile Gulsah Saranli

TED University, Turkiye

Cognitive adaptation theory and its relation to resilience for gifted students in Greek general schools

Eftychia Mitsopoulou, Alexandros-Stamatios Antoniou

National and Kapodistrian University of Athens, Greece

Latent Motivational Profiles of Talented Adolescents and Associations with Emotions toward Mathematics

Dimitrios Moustakas¹, Eleftheria Gonida²

1: Department of Mathematics, Aristotle University of Thessaloniki, Thessaloniki, Greece; 2: School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

What does it take for a person with high abilities to become a high achiever? The role of psychological well-being.

Susan Therese Murket, Michelle Avila Vanderburg, Jay Deagon

Central Queensland University, Australia

From multipotentiality to self-actualization through a quantum view on giftedness

Leon Houben, Sven Mathijssen

Radboud University, Netherlands, The

The counsellor as a facilitator for meaningful peer contact between multi-exceptional adolescents

Debbie Mannaerts

Graaf academy, Belgium

More than just smart: mentorship and social-emotional support for gifted students

Rodnella Turner

The KAUST School, Saudi Arabia

Authenticity in creative writing: Design and evaluation of interventions to develop authentic writing in writing talents

Celena Oon

Ministry of Education Singapore, Singapore

Advancing equity in gifted education through the voices of educational practitioners and families

Kristen Lamb¹, Nancy Hertzog²

1: University Of Alabama, United States of America; 2: University of Washington, United States of America

What are pre-service mathematics teachers' preferences for differentiation strategies for gifted students?

Şeyma Sengil Akar¹, Savas Akgül², Gülşah Batdal Karaduman²

1: Kastamonu, Turkiye; 2: İstanbul Cerrahpasa, Türkiye

Teachers’ motivations and strategies for developing diverse gifted students’ talents and creativity

Leonie Kronborg¹, Claudia Cornejo²

1: Monash University, Australia; 2: Universidad Catolica del Maule, Chile

The gifted rating scales-preschool/kindergarten form (grs-p): a preliminary examination of their psychometric properties in two greek samples

Maria Sofologi^1,2,3, Magda Ntinou¹, Effie Katsadima¹, Aphrodite Papantoniou¹, Dimitris Sarris³, Harilaos Zaragas³, Despina Moraitou^4,5, Georgia Papantoniou^1,2,3,4

1: Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece; 2: Institute of Humanities and Social Sciences, University Research Center of Ioannina (U.R.C.I.), Ioannina, Greece; 3: Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece,; 4: Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Thessaloniki, Greece; 5: Laboratory of Psychology, Section of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

The Gifted Rating Scales - School Form (GRS-S) in Greek elementary and middle school learners. a closer insight into their psychometric characteristics

Maria Sofologi^1,2,3, Magda Ntinou¹, Effie Katsadima¹, Aphrodite Papantoniou¹, Dimitris Sarris³, Harilaos Zaragas³, Despina Moraitou^4,5, Georgia Papantoniou^1,2,3,4

1: Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece; 2: Institute of Humanities and Social Sciences, University Research Center of Ioannina (U.R.C.I.), Ioannina, Greece; 3: Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece; 4: Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI—AUTH) Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Thessaloniki, Greece; 5: Laboratory of Psychology, Section of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

Beyond boundaries: exploring collaborative efforts in gifted education enhancement in Norway

Gila Hammer Furnes, Gunnvi Sæle Jokstad

NLA University College, Bergen Norway, Norway

Co-creating circular futures – developing scenarios with gifted children's imagination and scientists' biophysical perspectives

Marion Rogalla¹, Maya Ivanova³, Michael Zingg¹, Harald Desing²

1: St. Gallen University of Teacher Education, Switzerland; 2: Empa – Swiss Federal Laboratories for Materials Science and Technology, Switzerland; 3: University of Forestry, Department of Engineering Design, Sofia, Bulgaria

Inclusive language teaching: lesson plans and data.

Alberta Novello

University of Padua, Italy

Beyond IQ: unmasking nuances in identifying gifted underachieving students

Mingjing Zhu¹, Jessika Golle¹, Benjamin Nagengast^1,2, Ulrich Trautwein¹

1: Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany; 2: Department of Education and the Brain & Motivation Research Institute (bMRI), Korea University, Seoul, South Korea

How a STEM identity is built and reinforced for female college students? An analysis from women's lived experiences in Chilean universities.

Maria P. Gomez-Arizaga¹, Leonor Conejeros-Solar², Marianela Navarro Ciudad³, Annjeanette Martin³, Karin Roa-Tampe³, Carla Bravo⁴, Marieta Valdivia-Lefort⁵

1: Universidad de Santiago de Chile; 2: Pontificia Universidad Católica de Valparaíso; 3: Universidad de los Andes, Chile; 4: Universidad de Granada; 5: University College London

Gifted LGBTQ Adolescents: Experiences in School and a Gifted Summer Programme in Ireland.

Orla M Dunne

CTY Ireland, Dublin City University, Ireland

The psychological World of highly gifted young Adults: a follow up Study

Wilhelmina Mia Frumau-van Pinxten

PPF Centrum voor Hoog OntwikkelingsPotentieel, Netherlands, The

Fostering STEMM talent development

Chair(s): Heidrun Stoeger (University of Regensburg, Germany), Albert Ziegler (Department of Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany)

Discussant(s): Karine Verschueren (School Psychology and Development in Context, KU Leuven, Leuven, Belgium)

Presentations of the Symposium

Attracting and developing stemm talent towards excellence and innovation: a resource-oriented model of stemm talent development

Heidrun Stoeger¹, Albert Zieger^2
1University of Regensburg, Germany, ²Department of Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany

Promoting STEM talent in girls by combining online mentoring and school support

Claudia Uebler¹, Sonja Bayer¹, Kathrin Johanna Emmerdinger¹, Albert Ziegler², Heidrun Stoeger^1
1University of Regensburg, Germany, ²Department of Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany

Socially embedded learning pathways: A new concept to foster talents

Kerstin Jaunich¹, Tina-Myrica Daunicht¹, Kathrin Johanna Emmerdinger², Thomas Kretschmer¹, Heidrun Stoeger², Albert Ziegler^1
1Department of Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany, ²University of Regensburg, Germany

Global Talent Mentoring

Daniel Patrick Balestrini¹, Mariam Alghawi², Albert Ziegler³, Heidrun Stoeger^4
1University of Regensburg, Regensburg, Germany, ²Centre for Giftedness & Innovation, Hamdan bin Rashid al Maktoum Foundation for Medical and Educational Sciences, Dubai, UAE, ³Department of Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany, ⁴University of Regensburg, Germany

Don’t Guess – Preassess!

Tracy Ford Inman

Tracy Inman Consulting, United States of America

Gifted disabled or disabled gifted student, what do you see first?

Laura Elena Runceanu

City of Stockholm/Stockholms Stad, Department of Education/Utbildningsförvaltningen, Stockholm, Sweden

Accelerating Excellence: Advocating for the Advancement of Gifted and Talented Students

Chair(s): Annette Heinbokel (Germany), Ignace Ryheul (Anchor schools for gifted students, Flanders), Haido Samaras (CTY Greece, Anatolia College, Greece), Petra Leinigen (Austria), Gerald Stachl (Bundesrealgymnasium)

Discussant(s): Andrée Therrien (ATA)

Presentations of the Symposium

Long-term effects of grade skipping - spanning 70 years

Annette Heinbokel
Germany

Questionnaire on acceleration

Ignace Ryheul
Anchor schools for gifted students, Flanders

Addressing challenges in gifted education acceleration through teacher training

Haido Samaras
CTY Greece, Anatolia College, Greece

Nourish the Odyssey of talents from early age

Marijke Schekkerman

De Begaafden Wijzer, Netherlands, The

If only: Creating environments that invite and provoke critical and creative thinking

Nancy B. Hertzog¹, Jen Flo²

1: University of Washington, United States of America; 2: Capital Region ESD 113

Beyond tech-classrooms: Unleashing gifted teenagers' potential in nature

Jessica Vinces Guillén, Philipp Meyrahn

Montessori Schule Idstein - Germany

Gifted minds, diverse paths: Unveiling the complex profiles of exceptional learners. (2E and Multilingual Learners)

Rodnella Turner

The KAUST School, Saudi Arabia

Exploring the alignment of Nissen's giftedness assessment scales with the DMGT model: Implications for giftedness identification

Tove Ekelund, Elisabeth Mellroth

Karlstad university, Sweden, Sweden

Identification and support of gifted and talented students in Saudi Arabia

Fahad Alfayez¹, Abdulrahman Alfhaid², Abdullah Aljughaiman³, Norah Almulhaim³

1: Mawhibah; 2: Ibdaat; 3: King Faisal University, Saudi Arabia

Nurturing well-being for high achievement: Insights from an innovative study on school environments and student flourishing

Szilvia Fodor, Violetta Tóth-Varga

ELTE Eötvös Loránd University, Budapest, Hungary

Influences of parental occupation on students’ advancement in STEM: Uncovering mechanisms behind a tolerated equity gap

Sonja Katharina Bayer¹, Albert Ziegler², Heidrun Stoeger²

1: Universität Regensburg, Germany; 2: University of Erlangen-Nuremberg

Prevalence of Emotional, Intellectual, Imaginational, Psychomotor, and Sensual Overexcitabilities in Highly and Profoundly Gifted Children and Adolescents: A mixed-methods study of development and developmental potential

Vanessa Reineke Wood, Els De Wit

The International Gifted Consortium (IGC), Research Center for Highly-Profoundly Gifted, United States of America

Giftedness in mathematics and high performance in Mathematics Olympiads: a cross-cultural study in the United States and Turkiye

Seyda Aydin Karaca¹, Ann Robninson²

1: University of Arkansas at Little Rock, United States of America, Hacettepe University, Turkiye; 2: University of Arkansas at Little Rock, United States of America

Sport Potential at School and its identification. Towards the Italian Version of the Sisp Scale

Clarissa Sorrentino

University of Salento, Italy

Fostering Statistical Literacy using TinkerPlotsTM – A Journey of Discovery for Gifted

Crystal Man Chun Ngan, Eric Tze Ho Fung

The Hong Kong Academy for Gifted Education, Hong Kong S.A.R. (China)

Peer nomination: Italian adaptation of Tracking Talents (Gagnè, 1999)

Francesca Baccassino, Stefania Pinnelli

University of Salento, Italy

Advancing the Identification and Support of Gifted Students in the Italian Education System: Challenges and Opportunities

Brunella Fiore¹, Paolo Barabanti², Antonella Benedetta Cutro³

1: University of Milan-Bicocca, Italy; 2: INVALSI - National Institute for the Evaluation of the Education and Training System; 3: USR - Regional School Office

Tools for observation and understanding of the gifted child

Stefania Pinnelli

university of Salento, Italy

Enrichment activities and career development of gifted students

Urška Žerak, Neža Podlogar, Mojca Juriševič

University of Ljubljana Faculty of Education, Slovenia

Bullying and psychological well-being in high ability students

Javier Ortuño Sierra, Cristina Abalos-Villanueva, Ana Ciarreta-López, Eduardo Fonseca-Pedrero, Rebeca Aritio-Solana

University of La Rioja, Spain

Decades of opportunities… but studies? Not enough: A systematic review of European talent development research

Hernan Castillo-Hermosilla¹, Ty'Bresha Glass¹, Katherine Gajardo², Tugce Karatas¹, Shahnaz Safitri¹, Nielsen Pereira¹

1: Purdue University, USA; 2: Universidad de Valladolid, Spain

Parental Involvement in Children's STEM Education: A synthesis of reviews

Maryam Shiani¹, Heidrun Stoeger², Albert Ziegler¹

1: Department of Psychology, University of Erlangen-Nuremberg, Germany; 2: Department of School Education, University of Regensburg , Germany

Building for Brilliance: The Role of Architectural Design in Learning Environments for the Gifted

Semih Karabulut, Füsun Akarsu, Ferhat Yaşar Ergin, Kaan Şen

TEV Inanc Turkes Lisesi, Turkiye

Creative and critical conversations about the use of Artificial Intelligence in Gifted Education and its impact on the futureu

Gillian Eriksson¹, David Maddock², Marcia Delcourt³, Pamela Rau⁴

1: University of Central Florida, United States of America; 2: School District of Osceola County, United Stated of America; 3: Western Connecticut State University, United States of America; 4: Brevard County Public Schools, United Stated of America

The inner journey of twice-exceptional children: Exploring worlds of wonder with the help of ancient Greek heroes.

Katerina Tsomi

Bridges Graduate School of Cognitive Diversity in Education, Greece

A SMARTer goal for high ability students

David Russell Maddock¹, Gillian Eriksson²

1: The School District of Osceola County, FL, United States of America; 2: University of Central Florida

Cluster grouping using local norms increases inclusion!

Dina Brulles

Arizona State University, United States of America

Unlocking potential: Strength based strategies for twice-exceptional learners

Wendy A. Behrens¹, Claire Hughes², Eleonoor van Gerven³, Debra Troxclair⁴, Susan Baum⁵

1: Minnesota Department of Education, United States; 2: Cleveland State University, United States; 3: Slim! Educatief, The Netherlands; 4: Lamar University, United States; 5: Bridges Graduate School of Cognitive Neurodiversity, United States

Relationship between intelligence and social-affective variables

Chair(s): África Borges del Rosal (Universidad de La Laguna, Spain)

Presentations of the Symposium

The concept of intelligence as a function of intelligence

Adalberto González Martín, Triana Aguirre
Universidad de La Laguna

The relationship between self-esteem and intelligence amongst students

Adriana Naomi Yzturiz Medina, Sandra Núñez, Elena Rodríguez-Naveiras
Universidad de La Laguna

Relationship between intelligence and environmental sensitivity factors

Garoé Delgado López, Alejandro Galera Alaminos, Michelle Padrón León, África Borges
Universidad de La Laguna

Relationships between intelligence, academic engagement, and academic performance

Yurena Fernández Díaz, Jesús del Pino Relwani Moreno, África Borges
Universidad de La Laguna

How to transcend the misdiagnosis of gifted children: A neuropsychological model of autism

Justin Michael Gardner

Beljan Psychological Services, United States of America

And then we grew up: gifted adults’ voices from 36 countries in 3 continents

Chair(s): Susana Graciela Pérez-Barrera (Universidad de la Empresa, Uruguay), Andree Therrien (AT A)

Discussant(s): Susana Graciela Pérez Barrera (Universidad de la Empresa), Andree Therrien (ATA)

Presentations of the Symposium

Who are the 1,059 participants of the Phoenix International Research Group study?

Susana Graciela Pérez Barrera
FUniversidad de la Empresa

Psychosocial variables in gifted and twice exceptional adults from the Phoenix International Research Group study

Andree Therrien
ATA

Opportunities and challenges of gifted women in work or educational contexts: a qualitative approach

Maria Paz Gomez-Arizaga¹, Maria Leonor Conejero/Solar^2
1Universidad de Santiago de Chile, ²Pontificia Universidad Catolica de Valparaiso

Creativity components and the job satisfaction in gifted adult women

Simone Miranda Dos Santos Sviercoski
Universidad de la Empresa

The abc's of identity development (avatars, bibliotherapy & connective literacy): tools and strategies for 2e learners

Debra Troxclair¹, Eleonoor Gerven²

1: Lamar University; 2: Slim Educatief

Curriculum of Identification: How to Make G/T Identification of Students Part of the Classroom Routine

Marcia A. B. Delcourt

Western Connecticut State University, United States of America

Fostering autonomy: Empowering high-ability students through self-directed goal setting

Pamela Rau¹, Elizabeth Bronson^1,2, Brittany Hague^1,2

1: University of Central Florida, United States of America; 2: Osceola School District, United States of America

Inclusive ways to support the emotional needs of the gifted (SENG)

Lin Lim, Gayle Bentley

Supporting Emotional Needs of the Gifted, United States of America

Turning Challenges into opportunities- Twice-Giftedness doesn’t stop after post-secondary education Workshop Working with the “Overlooked” Gifted – (gifted but not High Achieving)

David Rempel¹, Catalina Beckhoff²

1: IU International University, Germany; 2: University of Hertfordshire

Behavioral evaluation of Executive Functions in Intellectual Gifted Children

Celia Josefina Rodríguez Cervantes^1,2, Maria de los Dolores Valadez Sierra¹

1: Institute or Psychology and Special Education, Applied Psychology Department, Universitary Center of Health Sciences,University of Guadalajara, Mexico; 2: Psychology Department, Campus Vallarta, Guadalajara LAMAR University

Expanding Horizons in Sweden: From forbidden to flourishing

Valerie Gail Margrain, Gisela Priebe, Elisabet Mellroth

Karlstad University, Sweden

Measuring parent attitudes toward advanced education

Jonathan Plucker¹, Jennifer Madsen², Paul DiPerna³

1: Johns Hopkins University, United States of America; 2: New Jersey Association for Gifted Children, United States of America; 3: EdChoice, United States of America

Teachers' Views on the Differentiation Process for Gifted Students

Gulsah Batdal Karaduman¹, Seyma Sengil Akar², Savas Akgul³

1: Istanbul University-Cerrahpasa, Turkiye; 2: Kastamonu University, Turkiye; 3: Istanbul University-Cerrahpasa, Turkiye

Language: The key to diagnosing autism in gifted children

Justin Michael Gardner

Beljan Psychological Services, United States of America

Mathematically Gifted students use of self regulated learning strategies while solving mathematical problems

Nurit Paz-Baruch, Hala Hamud

Bar Ilan University, Israel

Foreign language teaching (Japanese) in an Early University Entrance programme designed for gifted students

Hazel Skinner

Centre for Talented Youth Ireland (CTYI), Ireland

School system transformations through ECHA training

Elisabet Mellroth, Valerie Margrain

Karlstad University, Sweden

Trends in research findings on talent development in Europe: A cross-cultural systematic review

Hernan Castillo-Hermosilla¹, Ty'Bresha Glass¹, Katherine Gajardo², Tugce Karatas¹, Shahnaz Safitri¹, Nielsen Pereira¹

1: Purdue University, USA; 2: Universidad de Valladolid, Spain

Breaking stereotypes: extracurricular preferences of gifted students in STEM

Valentina Mladinov, Petar Čuček

Višnjan Astronomical Society, Croatia

Artificial neural networks and the Actiotope Model of Giftedness

Cindy D. Han¹, Shane N. Phillipson², Vincent C.S. Lee¹

1: Monash University; 2: Swinburne University of Technology, Australia

Suicide Risk and Mental Health in high ability students

Javier Ortuño Sierra, Rebeca Aritio Solana, Cristina Abalos Villanueva, Ana Ciarreta López, Eduardo Fonseca Pedrero

University of La Rioja, Spain

The development of social communication by gifted children: Evaluating a school intervention programme

Ilias Vasileiadis¹, Ioanna Dimitriadou², Spyros Koutras³

1: University of Western Macedonia, Greece; 2: University of Macedonia; 3: Queen Margaret University

Low-, average-, and high-achieving students: Same STEM classroom, but different perceptions

Lukas Ketscher¹, Heidrun Stoeger², Albert Ziegler¹

1: University of Erlangen-Nuremberg, Germany; 2: University of Regensburg, Germany

The impact and role of professional development on the motivation for teachers to differentiate curriculum for gifted students

Victoria Poulos^1,2

1: Crest Education, Australia; 2: University of New South Wales

Academically high achieving students and their physical activity perceptions and experiences – A mixed method approach

Felicia Jeanette Helene Augustsson

Karlstad University, Sweden

What is going on in Teaching and Instruction in STEM Education? A Concise Umbrella Review (2000-2023) from the Perspective of Gifted STEM Education

Mehmet Bicakci¹, Fabian Heller², Heidrun Stoeger², Albert Ziegler¹

1: Friedrich Alexander University, Germany; 2: Regensburg University

Future-ready classrooms: Elevating engagement and 21st-century skill acquisition in high-ability learners

Eleni Hatzimavroudi, Haido Samara, Thodoris Andriopoulos, Sofia Chaskou

Center for Talented Youth (CTY) Greece

How schools and families can partner to meet the needs of high ability children

Jessica Alison Potts¹, Martina Rosenboom², Krista Heins³, Julie Taplin⁴, Femke Hovinga⁵, Leonieke Boogaard⁶, Britta Weinbrandt⁷

1: Davidson Academy Online; 2: Talent-Consulting; 3: Peers4Parents; 4: Potential Plus UK; 5: SCALIQ; 6: De Koepel Hoogbegaafdheid; 7: Deutsche Gesellschaft für das hochbegabte Kind (DGhK)

A picture is worth a thousand words: Using film to address social and emotional needs of gifted and twice exceptional students

Susan Baum¹, Kristin Berman¹, Rose R. Blucher², Marcy Dann³, Kim Vargas⁴

1: Bridges Graduate School, United States of America; 2: Blucher Educational Services for Boundless Potential; 3: Bridges Academy; 4: Bridges Education Group

Wings happen: Approaching Dabrowski’s concept of Positive Disintegration through a StoryPlay - play therapy lens. Implications for Twice Exceptional children and adolescents.

Katerina Tsomi

Bridges Graduate School of Cognitive Diversity in Education, California, USA

Fostering growth mindset in gifted students

Theodora Koutsou, Despoina Korentini

Mensa Greece, Greece

Teacher professionalization in gifted education and talent development: Lessons from large-scale projects in Europe

Chair(s): Karine Verschueren (KU Leuven, Psychology and Educational Sciences, Belgium)

Discussant(s): Colm O'Reilly (CTI, Dublin City University)

Presentations of the Symposium

Professional mentoring at schools

Kathrin Emmerdinger¹, Heidrun Stoeger¹, Albert Ziegler^2
1Regensburg University, ²University of Erlangen-Nuremberg

The TALENT project in Flanders: Supporting evidence-informed Gifted Education and Talent Development through Anchor Schools and Professional Learning Communities

Karine Verschueren¹, Ilse Verhoeven², Liv Van Hyfte^3
1KU Leuven, Psychology and Educational Sciences, ²Anchor school Middenschool H. Hart, ³Anchor school KA Ekereren

Professionalization for the Adaptive Promotion of Self-regulated Learning

Christian Fischer, Christiane Fischer-Ontrup, Steffen Janke, Iris Morgenstern
University of Münster

The importance of holistic education for gifted students in international online learning programs

Jessica Alison Potts

Davidson Academy Online, Czech Republic

An out of school learning activity on social entrepreneurship education in talented gifted education: Production and marketing of personal smart mug

Nurettin Can Bodur

Uşak University, Turkiye

Atlas Juniors - an innovative technological educational initiative for gifted students from peripheral areas

Elina Lustov

Center for Gifted and Outstanding students, Israel

Examining the association between work engagement and personality traits of high achiever engineers

Sümeyye Arkan¹, Mustafa Serdar Köksal²

1: Zonguldak Bulent Ecevit University, Turkiye; 2: Hacettepe University, Turkiye

Ileap: a paradigm shift in gifted education

Fay Charafeddine

Al Bayan Bilingual School Kuwait, Kuwait

Invenio - Complex screening assessment system

Michal Jabůrek¹, Ondřej Straka¹, Šárka Portešová¹, Petr Palíšek², Ivan Černický²

1: Invenio - National Center for Gifted, Czech Republic; 2: Masaryk University, Czech Republic

The myth of genius in mathematics. The experience of the Talent Winter Camp and the predilection for the Math lab "MatematichiAmo" by parents and teachers.

Clarissa Sorrentino, Stefania Pinnelli, Francesca Baccassino, Ludovica Rizzo, Elena Abbate, Andrea Fiorucci

University of Salento, Italy

Innovation talent: The most needed type of giftedness in today's turbulent times. Lessons from women innovators in science, in the case of Marie Curie and Mileva Marić

Larisa Shavinina

, Canada

Equity in gifted education

Birgit Broekhoven¹, Lineke van Tricht², Leeanne Hinch³, Marlies Tierens⁴, Adnan Hoxha⁵

1: Stichting VO Haaglanden, Netherlands, The; 2: Bureau Talent; 3: Dublin City University; 4: PDC Thomas More; 5: Heimerer College

Gifted girls and the authority gap

Annette Heinbokel

Institut fuer Enrichment und Akzeleration, Germany

Talent identification program of Kentucky: Using above-level assessment to support gifted learners

Tyler Clark, Julia Roberts

Western Kentucky University, United States of America

Finnish public discussion of gifted education

Sonja Laine

University of Helsinki, Finland

Interdisciplinary Programme for gifted Students in Kaunas Universities and Theatres

Bronė Narkevičienė

Kaunas University of Technology, Lithuania

Overexcitabilities: Practical understandings and approaches in the learning environment

Els De Wit, Vanessa Reineke Wood

The International Gifted Consortium (IGC), Research Center for Highly-Profoundly Gifted, United States of America

Dialogue Instrument for Gifted Children/Adolescents and Coaches

Mia Frumau¹, Susan Mandemakers², Marij Persons³, Anouke Bakx⁴

1: PPF Centrum; 2: SPOZ & RSV Breda; 3: Breinsteyn; 4: Radboud University & Fontys

Exploratory study on the affective educational narratives of profoundly gifted autistic families and children

Lin Lim², Gary Saunders², Katerina Tsomi¹

1: Bridges Graduate School (BGS) of Cognitive Diversity in Education, United States of America; 2: Quark Collaboration Institute Inc

Unlocking potential: The Trellis and Bloom Model for 2e neurodiverse learners

Claire Hughes¹, Debra Troxclair², Wendy Behrens³

1: Cleveland State University; 2: Lamar University; 3: Minnesota Department of Education

Impact of activities in gifted education (image): a nation-wide research project in the Netherlands

Chair(s): Marjolijn van Weerdenburg (Radboud University - BSI - The Netherlands)

Discussant(s): Karine Verschueren (KU Leuven, Belgium)

Presentations of the Symposium

Characteristics and conditions of successful professionalization regarding gifted education: Teachers’ perceptions

Anouke Bakx¹, Isabelle Diepstraten¹, Joyce Gubbels², Marjolijn van^3
1Fontys University of Applied Sciences, The Netherlands, ²Dutch Center for Language Education Nijmegen, The Netherlands, ³Radboud Universiteit - BSI - The Netherlands

Parents in gifted education: Their perception of interacting with and involvement of school leaders, teachers and other parents

Jessica Vergeer¹, Anouke Bakx², Marjolijn Weerdenburg^1
1Radboud Universiteit - BSI - The Netherlands, ²Fontys University of Applied Sciences, The Netherlands

Improving tailored education for gifted students in the Netherlands: Insights from screening procedures, effective collaboration and networks

Marjolijn Weerdenburg
Radboud Universiteit - BSI - The Netherlands

Cultivate critical thinking in AI: AI pedagogy for gifted learners

Claire E. Hughes, Rebecca Odom-Bartel

Cleveland State University, United States of America

Processing speed in gifted children as measured by the WISC V: it's just wrong

Paul Beljan, Justin Gardner

Beljan Psychological Services, United States of America

Overexcitabilities and Developmental Dynamisms: Identifying and realizing potential and the dynamics of development in motion

Vanessa Reineke Wood, Els De Wit

The International Gifted Consortium (IGC), Research Center for Highly-Profoundly Gifted, United States of America

Trying to be identified as gifted adult in Greece

Vasiliki Nikolopoulou¹, Aikaterini Gari¹, Christos Apostolidis²

1: National and Kapodistrian University of Athens. Greece, Greece; 2: Chairman Mensa Greece

A needs-based model for supporting gifted learners. Estonian experience.

Viire Sepp^1,2,, Halliki Põlda³, Eda Heinla³

1: Estonian Talent Centre NGO; 2: University of Tartu; 3: Tallinn University

Identifying supports for gifted students from low-income households in Dublin, Ireland

Leeanne Hinch¹, Jonathan Plucker²

1: Dublin City University, Ireland; 2: Johns Hopkins University

Pursuing equity & excellence: An update on excellence gap intervention research

Jonathan Plucker¹, Melanie Meyer², Ashley Shen³

1: Johns Hopkins University, United States of America; 2: Baylor University, United States of America; 3: University of North Texas, United States of America

Enhancing gifted student experiences in Greek schools through in-service teacher professional development

Haido Samaras, Eleni Hatzimavroudi, Thodoris Andriopoulos

Anatolia College, Greece

The do's and dont's: gifted and teacher-friendly considerations

Rima Jay Prakash

CETAPS, Portugal

Flexible school trajectories for high ability learners at risk of falling ill and/or dropping out

Debbie Mannaerts

Koninklijk Lyceum Antwerpen, Belgium

Self-regulated learning and motivation in academically talented learners: The case of academic help-seeking

Eleftheria-Sofia Gonida

Aristotle University of Thessaloniki, Greece