Volume 3, 1984-85 Education for all: Responses to a landmark report

Although the global Covid-19 pandemic is still affecting our lives enormously, we know that a new era of deep reflection about ‘normality’, our planet and our existence on it has also begun. The ‘Education in Europe and the Covid-19 Pandemic’ double Special Issue intends to be part of this reflexive discussion about the post-pandemic European education policy and research space. This is a space shaped continuously by crises and opportunities, by utopias of a shared progressive and liberal education for all, but also the dystopias of nationalism, populism, climate destruction and now a global health emergency. This editorial offers an overview of the current crisis context and of the articles; further, it positions the journal within the post-pandemic research and policy debate about how to understand the impact of the pandemic on the changing forms of education and its enduring inequalities.

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Meeting the educational needs of a gifted child: A parent’s narrative

Gifted Education International ◽

10.1177/0261429419863440 ◽

2019 ◽

Vol 35 (3) ◽

pp. 189-200

Author(s):

SA Manasawala ◽

DN Desai

Keyword(s):

Support Groups ◽

Educational Needs ◽

Education For All ◽

Gifted Children ◽

Local Learning ◽

Special Population ◽

Learning Resources ◽

Gifted Child ◽

Community Or

India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.

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