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Multi-level selective classes for gifted students 

Lesley Henderson 
School of Education, Flinders University 
lesley.henderson@flinders.edu.au

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Abstract

Research was undertaken to examine the level of support and general attitudes towards multi-level selective classes for gifted students amongst the staff and parents of an independent (non-government) boys' Preparatory school, located in Adelaide, South Australia. Questionnaires were sent to all parents and staff in the Preparatory school and approximately 50 per cent chose to participate, which equated to 90 parents and 14 staff. The responses received reflected the range of attitudes noted in the literature. This article examines some of these attitudes in the light of the research on grouping for gifted students, and evaluates the benefits and disadvantages that parents and staff expressed about the multi-level selective classes at the school in question. A general overview of current provisions within South Australia for gifted students, and findings from the Senate Employment, Workplace Relations, Small Business and Education References Committee report into the Education of gifted children in Australia (The Senate Committee, 2001) puts this provision into context. 

Ability grouping, selective classes, multi-level classes, 
attitudes to gifted education programs