Course

Understanding Gifted and Talented Education

Aug 4, 2025 - Nov 10, 2025

$450 Enrol

Full course description

About this course

This online, self-paced course is designed to sustain teachers, school leaders, community members, and stakeholders in understanding and supporting the diverse needs of gifted or talented students in inclusive classrooms. Designed for learning in an online environment, this course provides self-paced learning activities and associated readings and learning resources. These activities encourage you to consider your own practice through analysis and self-reflection. This course provides you with key foundational knowledge, information and skill development to cultivate a strong basis for understanding and supporting gifted or talented students in your educational context.

Through six evidence-informed modules, participants will develop expertise in contemporary gifted education theory and practice. The course begins by exploring Gagné's Differentiating Model of Giftedness and Talent (DMGT) to establish clear conceptual foundations, before addressing common myths and stereotypes that can hinder effective approaches. Participants will learn to recognise diverse characteristics of gifted learners, understanding how cultural, linguistic, socioeconomic, and disability factors influence the manifestation of giftedness. The course provides practical guidance on comprehensive identification practices that move beyond traditional IQ testing to embrace comprehensive assessment methods and ongoing evaluation. Emphasis is placed on instructional differentiation using Universal Design, or Inclusive Design for Learning principles and Maker's model, enabling participants to design learning experiences that address content, process, product and learning environment adjustments.

Specialised attention is given to twice-exceptional learners (students who are both gifted and have one or more disabilities (e.g., ASHD, autism, dyslexia, dyspraxia), addressing their unique requirements through strengths-based approaches. The final module focuses on social and emotional wellbeing, exploring perfectionism, underachievement, the forced-choice dilemma, and strategies for nurturing healthy development. Each module combines research-based content with reflective activities, video resources, and collaborative discussion opportunities. Self-reflection exercises encourage critical examination of current practices, while case studies and practical examples demonstrate real-world application. The course culminates in a comprehensive quiz designed to consolidate learning and demonstrate understanding of key concepts and strategies.

AITSL Professional Standards for Teachers

This course addresses the following AITSL Professional Standards for Teachers:

Professional Knowledge: 1.1, 1.2, 1.5, 1.6

Professional Practice: 3.1, 3.3, 4.1, 4.4

Professional Engagement: 6.1, 6.2, 6.4, 7.2, 7.4

 

This course is self-paced that is run a 4-month schedule. You must complete the course before the advertised end date.

 

*A 10% discount code for groups of 5 or more from the same school is available. Please email giftededucation@griffith.edu.au for the promo code.

When
Self-paced course
Duration
6 modules x 2 hours Total: approx 12 hours
Online
Study at your convenience
450
10% discount available* 
Who
Educators and community members

Course Snapshot

What are the course learning outcomes?

After completing this course, you will be able to:

  • Learning Outcome 1: Analyse and evaluate Gagné's DMGT framework to distinguish between giftedness and talent, while critically examining and debunking common myths and stereotypes about giftedness and talent
  • Learning Outcome 2: Describe comprehensive assessment strategies for identifying the diverse characteristics of gifted or talented students for implementing equitable identification practices using multiple approaches
  • Learning Outcome 3: Recognise observable characteristics and behaviours that indicate giftedness across diverse student populations, including underachieving students and twice-exceptional learners
  • Learning Outcome 4: Describe instructional differentiation strategies, including Universal Design for Learning and curriculum adjustments, to support diverse gifted learners in inclusive classrooms
  • Learning Outcome 5: Synthesise knowledge of twice-exceptional learners and evidence-based approaches to address the complex social and emotional requirements of gifted learners, including perfectionism and underachievement
  • Learning Outcome 6: Apply theoretical frameworks to develop approaches for addressing perfectionism, underachievement, and the forced-choice dilemma, while promoting healthy social and emotional development for gifted students.
What core topics are offered?

This course is structured into six modules, covering:

  • Module 1: An Introduction to giftedness or talent
  • Module 2: Characteristics of Gifted or talented students
  • Module 3: Identification of gifted students OR talented students
  • Module 4: Instructional differentiation for gifted or talented students
  • Module 5: Twice-Exceptional Learners
  • Module 6: Social and emotional wellbeing of gifted or talented students
Who is this course suited to?

This course is designed for educators and community members who work with or support gifted or talented learners across diverse educational settings.

  • Primary and secondary school teachers seeking foundational knowledge in gifted education
  • School leaders, curriculum coordinators, and educational administrators
  • Educators working in inclusive mainstream classrooms
  • Learning support staff and teacher aides working with diverse learners
  • Education students and early career teachers
  • Community members including parents, carers, and volunteers involved in educational settings
  • Professionals seeking to understand twice-exceptional learners
  • Anyone interested in evidence-informed approaches to supporting high-potential and gifted students

There are no formal prerequisites required. The course is designed to accommodate participants with varying levels of experience in gifted education, from complete beginners to those seeking to update their knowledge with current research and best practices. The course content is presented in an accessible format suitable for those new to gifted education while providing sufficient depth for experienced practitioners seeking professional development. While not essential, participants will benefit from basic familiarity with inclusive education principles and classroom practice. 

What are the course credentials?

In each module there is a series of activities for you to complete in order to progress through the content. At the end of the final module there will be a course quiz that will measure your engagement and understanding of key concepts, knowledge, and skills from the course with a certificate awarded upon successful completion.

What does my course schedule look like?

All activities are self-paced, and you can work through each module at your own pace.

Who are the course facilitators?

This course is designed and facilitated by Dr Michelle Ronksley-Pavia, who is a pioneering researcher in gifted education. Her work is transforming understanding of gifted education and twice-exceptionality while creating innovative pathways for supporting diverse gifted learners. As Senior Lecturer in Special Education and Inclusive Education, and Program Director for the Graduate Certificate in Special Education at Griffith University, she is an internationally recognised expert on giftedness, disability, and the intersection of these domains. Dr Ronksley-Pavia brings critical perspectives to gifted education that promote inclusion and equity. 

Griffith Experts link for Dr Michelle Ronksley-Pavia