University Study Through a Gifted Education Lens

Acceleration, compacting the curriculum, differentiation, and asynchronous development are just some of the many concepts that underpin the discipline of gifted education and its associated pedagogy. There is little discussion or indeed implementation of these strategies within the tertiary sector. What would tertiary education in Australia look like for students if their learning needs were actively addressed? Can we provide a tertiary learning environment for gifted and dual- or multi-exceptional students by acknowledging their zone of proximal development where learning occurs, and their prior learning is truly recognised and credited? Capable NZ, a school within Otago Polytechnic in New Zealand, provides a model that reveals a potential opportunity for universities in Australia – if we are prepared to truly assess what will work for this important cohort of learners, and to change accordingly.