2007 COST Workshop Meeting The Needs of Gifted Children and Adolescents - Towards A European Roadmap

Conference Report
COST Strategic Workshop

Meeting the Needs of Gifted
Children and Adolescents –
Towards a European Roadmap
Monday 26 and Tuesday 27 November 2007
Radisson SAS EU Hotel Brussels, Rue d’Idalie 35, B-1050 Brussels
Source of the photos: Digital Photo Library of the Regional Policy Directorate-General of the European Commission
COST Strategic Workshop:
Meeting the Needs of Gifted Children and Adolescents – Towards a European Roadmap
DAY 1 - Monday 26 November 2007

08.30 Registration and Coffee
09.00 Opening and welcome addresses
Martin Grabert Director, COST Office, Brussels
Peter Dröll Head of Cabinet of Commissioner Potočnik
Hiltrud Breyer Member of the European Parliament
09.30 Session 1 - Introduction to the field

Chaired by: David Gronbaek, COST Office, Brussels, Belgium
09.30 Johannes Klumpers European Commission: DG Research, Directorate L: Science, economy and society
Funding policies
09.50 Christian Fischer ICBF, University of Münster, Germany
How to define giftedness and high ability?
10.15 Coffee Break

10.45 Session 2 - Research and application
Chaired by: Csaba Böde, Hungarian Student Research Foundation, Hungary
10.45 Franz Mönks Centre for the Study of Giftedness, Radboud University Nijmegen, The Netherlands
An overview about gifted education in 21 European countries: inventory and perspective
11.15 Tessa Kieboom Centrum Voor Begaafdheidsonderzoek, University of Antwerp, Belgium
Specific educational measures to promote all forms of giftedness at schools in Europe
11.45 George Betts University of Northern Colorado, USA
The Basic Autonomous Learner Model for the Gifted: Self-regulated learning
12.15 Lunch
13.45 Johanna Raffan National Association for Able Children in Education, Oxford (NACE), United Kingdom
School improvement through self-evaluation
14.15 Wieslawa Anna Limont Instytut Artystyczny, University of Torun, Poland
Model of Specific Giftedness Structures (MSGS) – Research and Application
14.45 Daniela Ostatnikova Medical Faculty, Comenius University, Bratislava, Slovakia
Biomedical correlates of academic giftedness
15.30 Ema Oliveira Department of Psychology, Universidad do Minho, Braga, Portugal
Effects of academic acceleration: Findings with Portuguese students
15.45 Coffee Break

16.15 Session 3 - Panel 1 and Open Discussion: How do Lisbon strategy and high ability go together?
Chaired by: Tim Dracup, Ministry of Education, United Kingdom
Hans van der Loo European Union Liaison, Royal Dutch Shell, Belgium
Franz Mönks European Council for High Ability
Peter Csermely Semmelweis University, Budapest; Hungarian National Talent Support Council, Hungary
Scientific research training for gifted children in Hungary
Dieter Hausamann DLR_School_Lab, Helmholtz-Gemeinschaft , Germany
Science Labs and their potential for gifted & and talented education
17.45 Closing session

19.00 Dinner
DAY 2 - Tuesday 27 November 2007
Practical experiences in Europe – and recommendations for research and practice
09.00 Session 4 - Projects for the education of gifted children at school and beyond
Chaired by: Johanna Raffan, National Association for Able Children in Education, Oxford (NACE), United Kingdom
09.00 Jutta Billhardt Hochbegabtenförderung e.V. Berlin, Germany
The Virtual School
09.20 Sieglinde Weyringer Fachbereich Erziehungswissenschaft, Salzburg University, Austria
Character Education in a Virtual School for Gifted Students: two concepts combined
09.40 Christian Fischer ICBF, University of Münster, Germany
Learning Strategies in Gifted Education
10.00 Ulrike Kempter State College of Teacher Education; Austrian Research and Support Centre for the Gifted and Talented,
Salzburg, Austria
The Autonomous Learner Model as a possibility of differentiation in order to meet the needs of high
ability students in regular classroom teaching
10.20 Colm O’Reilly Irish Centre for Talented Youth, Ireland
Working with young people of exceptional academic ability
10.40 Coffee Break

11.00 Todd Lubart Institut de Psychologie, University Paris 5, France
Creative Giftedness
11.20 Csilla Fuszek Csányi Foundation, Budapest, Hungary
Investment for the Long-run – The Talent-Care Program of the the Csányi Foundation for Children
12.00 Lunch
13.00 Session 5 - Attracting young talents into Research & Development careers
Chaired by: Julia Stamm, COST Office, Brussels, Belgium
13.00 Burkhard Fricke The Lindau Nobel Laureate Meetings, Germany
The Lindau Meetings: A ‘best-practice’ model for the promotion of gifted scientists
13.20 Csaba Böde Network of Youth Excellence (NYEX), Hungarian Student Research Foundation, Hungary
The Student Research Movement in Hungary
13.40 Cornelia Schneider EU Bureau of the Federal Ministry of Education and Research, Germany
Promoting young female scientists
14.00 David Pappie Global Attraction and Recruitment, Shell International
A Multi-Dimensional Approach to Talent Recognition at Shell
14.40 Panel 2 – Closing Session: Meeting the needs of gifted children and adolescents: Next steps
towards a European Roadmap
Chaired by: Franz Mönks, Radbound University Nijmegen, The Netherlands
Hiltrud Breyer European Parliament
Wolf-Michael Federal Ministry of Education and Research, Germany
Catenhusen
Tim Dracup Gifted and Talented Education Unit, Department for Education and Skills, Ministry of Education, United Kingdom
Johanna Raffan Secretary of the European Council for High Ability
Kirsi Tirri Department of Practical Theology, University of Helsinki, European Council of High Ability, Finland
15.30 Closing of the Workshop with coffee and informal get-together
COST Strategic Workshop: Meeting the Needs of Gifted Children and Adolescents - Towards a European Roadmap
Resolution: Action Plan for the Gifted and Talented –

an essential part of the Lisbon Strategy
Europe’s competitiveness is a major goal of the Lisbon Process: “The Union should become, by 2010 the
most competitive and dynamic knowledge-based economy in the world…capable of sustainable
economic growth with more and better jobs and greater social cohesion...”.
A major group in this regards are gifted and talented young people whose high cognitive and social potential
and creativity constitute an important basis of European innovation capability.
However, gifted and talented youth do not automatically develop by themselves, their capabilities and
aptitudes do not necessarily lead to outstanding performance. This will only happen if they are properly
fostered. We need to act now to support this particular group. Therefore, the diversified needs and abilities of
gifted and talented children and youth must be met so they may be positive contributors of society.
The European Commission is, therefore, requested to include the following items in the 7th FP,
Education, Lifelong Learning, Youth in Action and other relevant European programmes:
• Development of effective learning and teaching strategies for gifted and talented in order to enhance
the effective eness of the education provision (defined as a benchmarking frame for the
implementation of the Lisbon goals)
• Enhance the international cooperation through exchange of good practises to develop the potential
of our young people for the child’s and the society’s benefit.
• Involve scientists, research facilities and industry in the development of education for our gifted and
talented
• Establish and agree on common perspectives in order to enable the development of road maps
facilitating the exchange of experience
• We need to improve the education and training of teachers and school administrations to advance
the provision of gifted and talented learners
• Provide capacities for information-sharing and collaboration between G&T educators and policy-
makers
We need these objectives to ensure that the young people of the next generations will be equipped to meet
the tremendous global challenges ahead of us.
As a first step we strongly recommend to establish a European Gifted and Talented Working Group, its tasks
being especially:
• Management of the communication between all partners involved in G&T education
• Creation of a coordinated European G&T network (based on existing structures, e.g. ECHA),
• Support the development and improvement of teacher education (e.g. European Masters Degree)
and teacher training
• Support of G&T projects (e.g. Virtual School)
This resolution serves as a guideline for concrete measures of the Commission. We expect the Commission
to act now.
Brussels, 27 November 2007

Speakers' Profiles
George Betts
Organisation University of Northern Colorado

Department School of Special Education: Area of Gifted and Talented
Director, Center for the Education and Study of the Gifted, Talented and
Position
Creative
1972 Ed. D. in Psychology, Counselling, Guidance, University of
Northern Colorado
Education (dates, degrees,
1969 M.A. in Psychology, Counselling, Guidance, University of Northern
universities))
Colorado
1966 B.S. in Education, Phillips University History
Emotional and Social Needs of the Gifted and Talented, Individualizaed
Current research field and Education for the Gifted and Talented, Curriculum Differentiation for the
interests Gifted and Talented, Autonomous Learner Model for the Gifted and
Talented
Profiles of the Gifted and Talented, Autonomous Learner Model for the
Current research topics Gifted & Talented, Individualized Education through the Development of
Advanced Learning Plans
Betts, G.T. (2005). The Journey of Lifelong Learning. Marion, IL: Pieces
of Learning.
Betts, G.T. (2004). Point/Counter Point – Teacher-Differentiated or
Learner-Differentiated Curriculum. Roeper Review.
Publications Betts, G.T. (2003). The Autonomous Learning Model for High School
Programming. Gifted Education Communicator: A Journal for Educators
and Parents, California Association for the Gifted.
Betts, G. T. (2000). A place to belong: The summer enrichment program
for the gifted and talented. Journal for Highly Gifted. Dover, N. H.,
Hollingworth Center for Highly Gifted Children.
M. Lucile Harrison for Outstanding Professional Excellence, University
of Northern Colorado
Lifetime Achievement Award, Colorado Association for the Gifted and
Awards and honours
Talented
Distinguished Service Award, National Association for Gifted Children,
Washington, D. C.
E-mail address george.betts@unco.edu
Speakers' Profiles
Jutta Billhardt
Organisation Hochbegabtenförderung e.V. Berlin

Position Chairwoman
O-levels
universities)
Current research field and
Education methods for highly gifted children
interests
Current research topics Enhancing educational techniques for highly gifted children
Billhardt, Jutta 1997: "Hochbegabte - die verkannte Minderheit"; Lexica,
Würzburg.
Publications
Billhardt, Jutta 2004: "Das hochbegabte Kind in der heutigen Schule
und im Elternhaus"; Booklet, Bochum.
E-mail address berlin@hbf-ev.de
Csaba Böde
Organisation Hungarian Research Student Foundation

Position Director
2001 MsC Physics, Loránd Eötvös University, Budapest
2003 Patent law specialist, Hungarian Patent Office
universities)
2006 Ph.D Semmelweis University, Budapest
Statistics and talent support
interests
Estimation of the paramters of a network module
Current research topics
Parameter estimation with missing data
Publications 8 peer-reviewed journal article
2000-2001 National Scholarship
Awards and honours 2003 Award of the Hungarian Biophysical Society
2005 Hungarian Eötvös Fellowship
E-mail address bode.csaba@kutdiak.hu
Speakers' Profiles
Hiltrud Breyer
Organisation European Parliament

Position Member
Committee on Women's Rights and Gender Equality
Current research field and Committee on the Environment, Public Health and Food Safety.
interests Substitute for the Committee on Legal Affairs
Delegation for relations with Japan
E-mail address hiltrud.breyer@europarl.europa.eu
Wolf-Michael Catenhusen
Organisation Foundation "International Centre for High Ability Research"

Chairman of the Board of Trustees
Position Up to 2005 State Secretary in the Federal Ministry for Education and
Research in Germany, 1999-2002, 2003-2005 German Member of the
Education Ministers Council in Brussels
1965-1971 studies in Latin Language, History and Social Sciences at
the Universities of Göttingen and Münster, first and second state
universities)
examination
E-mail address catenh@muenster.de
Speakers' Profiles
Peter Csermely
Organisation Semmelweis University

Department Department of Medical Chemistry
Position Professor
1982 Master of Science (honours degree) Eötvös Loránd Univ.
Budapest (chemistry, pharmaceutical chemistry)
1983 Ph.D. (summa cum laude) Eötvös Loránd Univ. Budapest
Education (dates, degrees, (colloidal chemistry, cell biology)
universities) 1988 Ph.D. (summa cum laude) Hungarian Academy of Sciences
(biochemistry, immunochemistry)
1994 Habilitation Semmelweis University (medicine, biochemistry)
1994 D.Sc. Hungarian Academy of Sciences (cell biology, medicine)
Molecular chaperones and aging (www.chaperone.sote.hu), networks
(www.linkgroup.hu), and talent support (www.kutdiak.hu,
interests
www.nyex.info, www.tehetsegpont.hu).
role of chaperones in the aging process
role of chaperones, stress proteins in cellular networks
determination of network modules
finding of creative elements in networks
Number of scientific publications: 189
Number of independent citations: 2647
Publications
Cumulative impact factor: 477
h-number: 29 (number of papers with a better citation than their rank)
1976 Apáczai Commemorative Medal
National Chemical Competition, 2nd place
8th International Olympics of Chemistry, 2nd place
1977-1980 1st-3rd National Competition of Organic Chemistry, 2nd, 3rd
places and 9th, 10th International Competition of Analytical Chemistry,
2nd, 3rd places
1980-1982 National Scholarship of Higher Education
1981 Outstanding student of the Eötvös Loránd University
Awards and honours 1983 Outstanding student of the Hungarian Higher Education
1986 Tankó Award of the Hungarian Biochemical Society
1988 Celebrity of the Week – Hungarian TV, channel 1
1989 Presidential Silver Medal of Outstanding Work
1989-91 Fogarty International Research Fellowship Award
1995 Howard Hughes International Research Scholar's Award
1996 Niveau Prize of the Hungarian journal, Nature
1996 Tivadar Huzella Award for the best basic science investigator of
the Semmelweis University
Speakers' Profiles
1997 Széchenyi Award of Outstanding Hungarian Professors

1998 Best Science Educator of the Semmelweis University
1998 First BioTul Young Scientist Award
1999 Niveau Prize of the Hungarian journal, Nature
2001 Ashoka Fellow
2002 Peter Pazmany Award (Pro Cultura Hungariae Fund)
2002 Anyos Jedlik Award (Hungarian Patent Office)
2002 Markusovszky Award for the best 2001 paper of the Hungarian
Medical Weekly
2003 EMBO (European Molecular Biology Organization) Science
Communication Award
2004 Best science communicator of the year (science journalist prize of
Hungary)
2004 Descartes Prize of Science Communication (top prize of the
European Union)
2005 The Order of the Republic of Hungary, Knight’s Cross
2005 Golden Owl Award of the Hungarian National Student Research
Council
2006 Példakép Award for being a role model in Hungary
E-mail address csermely@puskin.sote.hu
Tim Dracup
Organisation DCSF
Department Schools Directorate
Position Assistant Director, Improving Pupil Performance Division
Education (dates, degrees
BA, PGCE, DipEd
universities)
E-mail address tim.dracup@dcsf.gsi.gov.uk
Speakers' Profiles
Peter Dröll
Organisation European Commission

Department Cabinet of Commissioner Potočnik
Position Head of Cabinet
Dr. jur.
universities)
Research policy
interests
E-mail address Peter.Droell@ec.europa.eu
Christian Fischer
Organisation University of Münster

Department International Center for the Study of Giftedness
Position Director
1992 Teacher Training for Primary and Secondary Schools, State
Examination, Universities of Münster and Bielefeld, Germany
1997 Studies in Psychology, Diploma, Universities of Münster and
Education (dates, degrees, Bielefeld, Germany
universities) 2000 Doctoral Thesis in Educational Research, PhD, University of
Münster
2007 Postdoctoral Lecture Qualification, Priv.Doz., University of
Münster
Current research field and Selfregulated Learning, Gifted Education, Learning Difficulties, Teacher
interests Training, Learning Strategies
Current research topics Strategies of Selfregulated Learning, Gifted Learning Disabled Children
Fischer, C. (2003). Hochbegabung und Lernschwierigkeiten. Journal für
Begabtenförderung, 3. Jg. H. 2. S. 21-29.
Fischer, C. (2003). How to cope with learning difficulties of gifted
Publications children. In: F.J. Mönks & H. Wagner. (Eds.). Development of Human
Potential: Investment in our Future. (pp. 248-254). Bad Honnef.
Fischer, C. (2004). Begabtenförderung als Aufgabe und
Herausforderung für die Schulentwicklung. Journal für
Speakers' Profiles
Begabtenförderung, 4. Jg. H. 1. S. 7-14.

Fischer, C. & Mönks, F. J. & Grindel, E. (2004) (Hrsg.). Curriculum und
Didaktik der Begabtenförderung. Begabungen fördern - Lernen
individualisieren.
Fischer, C. (2005). Gifted Education in Germany. In: F. Mönks & R.
Pflüger (Eds.), Gifted Education in 21 European Countries: Inventory
and Perspective. (pp. 35 - 41). Nijmegen.
Fischer, C. & Fischer-Ontrup, C. (2006). Strategies of self-regulated
Learning in Gifted Education. In. K. Tirri & M. Ubani (Eds.), Holistic
education and giftedness' (pp. 298-308). Helsinki.
Fischer, C. & Ludwig, H. (2006) (Hrsg.). Begabtenförderung als
Aufgabe und Herausforderung für die Pädagogik. Münster.
Fischer, C. Mönks & U. Westphal (2007) (Hrsg.). Individuelle
Förderung: Begabungen entfalten - Persönlichkeit entwickeln. (im
Druck). Münster.
Fischer C. (2007). `Potential into Performance´ Konzepte der Begabung
aus pädagogisch-psychologischer Sicht. In T. Köhler (Hrsg.), Potenzial
und Performanz. Begabungsforschung und Begabtenförderung in
Österreich und Mitteleuropa. (im Druck). Innsbruck.
E-mail address fiscchr@uni-muenster.de
Burkhard Fricke
Organisation Nobel Laureate Meetings at Lindau

Department Council for the Lindau Nobel Laureate Meetings
Position Member of the Council
1970 Dr. phil. nat
universities)
Theoretical Physics
interests
Current research topics Adsorption on surfaces
Publications More than 400
E-mail address info@lindau-nobel.de
Speakers' Profiles
Martin Grabert
Organisation COST Office

Position Director
1984 - Diplom-Ingenieur der Luft- und Raumfahrttechnik
Education (degrees, dates,
universities) 1989 - Doctor’s thesis on 'Integration of an optimisation strategy into a
modular structured design synthesis of commercial aircraft"
E-mail address mgrabert@cost.esf.org
David Gronbaek
Organisation COST Office, European Science Foundation

Department Individuals, Societies, Cultures and Health
Position Science Officer
1991 PhD Political Science, Copenhagen
universities)
E-mail address dgronbaek@cost.esf.org
Speakers' Profiles
Dieter Hausamann
Organisation German Aerospace Center (DLR)

Department DLR_School_Lab
Position Head DLR_School_Lab Oberpfaffenhofen
1985 Ph.D. (Dr. rer. nat.) in Physics, Albert-Ludwig-Universität Freiburg,
Education (dates, degrees, Germany
universities) 1985 Secondary School Teacher - Physics, Mathematics
2006 Specialist for Gifted Education, Univ. Münster/Nijmegen
Fourier transform and laser spectroscopy, optical technology,
Current research field and atmospheric remote sensing, remote sensing systems and applications,
interests monitoring and surveillance of infrastructures, unmanned aerial systems
Professional teacher, gifted and talented education
Extracurricular science education
Current research topics Science education projects for gifted and talented secondary school
students
Hausamann, D., Wilke, G., Taulien, M., Grixa, I. & Locherer, M. (2007).
Geophysics and Satellite Remote Sensing – An Enrichment Project of
the Hector Seminar. World Council for Gifted and Talented Children.
17th Biennial World Conference. Warwick, UK, August 5 - 10 2007
(submitted).
Hausamann, D. & Schmitz, W. (2007). Enrichment at the Doorstep of
University - The Einstein GPS Project. In: Proc. 10th Conference of the
European Council for High Ability. Lahti, Finland. September 13 – 16.,
Publications 2006 (accepted).
Hausamann D. (2006). Förderung von Underachievern an
außerschulischen Lernorten – Beispiel DLR_School_Lab
Oberpfaffenhofen. In: Proc. 5. internationalen Salzburger Kongresses
zu Fragen der Hochbegabtenförderung. Salzburg, 11.-13.11.
Hausamann, D. & Furthner, J. (2005). Einstein und die
Satellitennavigation. In: Teichmann, J. (Ed.), Einsteins
Relativitätstheorie in Wissenschaft, Technik und Kunst. (pp. 24-34).
Reihe ‚Wissen Vertiefen’. München: Deutsches Museum.
Awards and honours Otto Lilienthal Research Semester 1995 @ JPL Pasadena
E-mail address dieter.hausamann@dlr.de
Speakers' Profiles
Ulrike Kempter
University for Teacher Training, Upper Austria +

Organisation Austrian Research and Support Centre for the Gifted and Talented,
Salzburg
Department Higher Education
Position Team member
1975 Mag. in languages Salzburg University
universities) Certified Trainer of the ALM Model, University of Northern Colorado,
Greeley
High ability support, curriculum development
interests
Implementation of high ability programmes into regular classroom
teaching
Articles for "Journal für Begabtenförderung", High Ability Conference in
Publications Münster, translation and adaption of "The Autonomous Learner Model"
by G.Betts&J.Kercher (publication due by the end of 2007)
ulrike.kempter@ph-ooe.at, ulrike.kempter@begabtenzentrum.at,
E-mail address
ulrike.kempter@gmx.at
Speakers' Profiles
Tessa Kieboom
Organisation Centre for the Study of Giftedness

Department Cooperation University of Antwerp
Position Director
Education (dates, degrees, 1989 Master in Economics
universities) 1998 PhD Social Sciences
Giftedness counselling and education
interests
Current research topics Enrichment for gifted children in the primary school - genetic studies
T. Kieboom & A. Hermans hoogbegaafde leerlingen in de secundaire
school: hoogvliegers of kwetsbare vogels? Garant, 2004
Publications T. Kieboom - Hoogbegaafdheid: als je kind (g)een einstein is
Lannoo, 2007
Several articles in educational and psychological journals.
E-mail address tessa.kieboom@cbo-antwerpen.be
Johannes Klumpers
Organisation European Commission

Department DG RTD
Position Head of Unit
Education (dates, degrees, Graduated from the University of Munich (Dipl. Forstwirt) Ph.D. in Wood
universities) chemistry
E-mail address Johannes.Klumpers@ec.europa.eu
Speakers' Profiles
Wiesława Anna Limont
Organisation Nicolaus Copernicus University

Department Departament of Art Education at the Faculty of Fine Arts
Position Professor
1972 MA in Art Education, Nicolaus Copernicus University, Toruń
Education (dates, degrees, 1983 Ph.D. in Psychology, Warsaw University
universities) 1995 habilitation in Education, Adam Mickiewicz University, Poznań
1999 Full Professor
Current research field and Structures of the specific abilities, creative talents and creative
interests imagination; gifted education
Current research topics Social threats to pupils with outstanding talents
Two books, editor of ten books, the author of numerous scientific and
Publications popular-science papers on psychology and education of giftedness and
creativity as well as the psychology of art
1996 habilitation award by Minister of Education (the best habilitation
Awards and honours
book)
E-mail address wlimont@poczta.onet.pl, wieslawa.limont@gmail.com
Todd Lubart
Organisation Université Paris Descartes

Department Psychology
Position Professor
1994 PhD, Yale University, Habilitation Université Paris Descartes
universities)
Creativity
interests
Current research topics Creative giftedness, cross-cultural issues
Publications Several books and articles on creativity, and giftedness
Speakers' Profiles
Awards and honours APA Berlyne Award, Citation in Who's Who in the world
E-mail address todd.lubart@univ-paris5.fr
Prof Franz Mönks
Organisation Radboud University Nijmegen

Department Center for the Study of Giftedness
Position Prof. em.
Dipl.-Psych., Dr. phil., Univ. Prof.
universities)
Gifted Education
interests
Current research topics Self -Concept
Heller, Mönks, Sternberg & Subotnik: International Handbook of
Publications
Giftedness and Talent. Ten books and more than 500 articles
Awards and honours Dr. h.c. mult.
E-mail address f.monks@psych.ru.nl
Ema Patrícia Oliveira
Organisation University of Beira Interior

Department Psychology and Education
Position Invited Assistant Professor
Education (dates, degrees, 1999 Graduation, University of Minho
universities) 2007 Doctorate (PhD) in Educational Psychology, University of Minho
Educational Psychology
interests
Current research topics Giftedness
Oliveira, E. P. (2007). Alunos sobredotados: A aceleração escolar como
resposta educativa. Dissertação de doutoramento. Braga: Instituto de
Publications
Educação e Psicologia da Universidade do Minho.
Oliveira, E. P., Baptista, C., Fernandes, H. & Pessoa, P. (2007). Bateria
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& L. Almeida (Eds.), Actas do “IX Congreso Internacional Galego-
Portugués de Psicopedagoxía”, pp. 1293-1304. Coruña: Universidade
da Coruña: Revista Galego-Portuguesa de Psicoloxía e Educación.
ISSN: 1138-1663.
Oliveira, E. P., Conde, S., Pessoa, P. E., Batista, C. J. & Fernandes, H.
(2006). Testes de Pensamento Criativo de Torrance: Contributos para a
sua aferição. In C. Machado, L. Almeida, A. Guisande, M. Gonçalves &
V. Ramalho (Orgs.), Actas da XI Conferência Internacional sobre
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Rodrigues, F., Lança, C., Barros, J., San Juan, L. & Oliveira, E. (2003).
Escala de Inteligência de Wechsler para Crianças: Terceira Edição
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Rodrigues, A. (2001). Conhecimentos e percepções dos professores na
área da sobredotação. Sobredotação, 2 (2), 139-153.
Almeida, L. S. & Oliveira, E. P. (2000). Os professores na identificação
dos alunos sobredotados. In L. S. Almeida, E. P. Oliveira & A. S. Melo
(Orgs.), Alunos sobredotados: Contributos para a sua identificação e
apoio. Braga: ANEIS.
Almeida, L. S., Oliveira, E. P., Silva, M. E. & Oliveira, C. G. (2000). O
papel dos professores na identificação de crianças sobredotadas:
Impacto de variáveis pessoais dos alunos na avaliação. Sobredotação,
1 (1,2), 83-98.
Almeida, L. S., Oliveira, E. P. & Melo, A. S. (2000). (Orgs.). Alunos
sobredotados: Contributos para a sua identificação e apoio. Braga:
ANEIS.
Speakers' Profiles
Oliveira, E. P., Melo, A. S., Caires, S. & Mendonça, A. (2000). ANEIS:

Um percurso implementado. In L. S. Almeida, E. P. Oliveira & A. S.
Melo (Orgs.), Alunos sobredotados: Contributos para a sua
identificação e apoio. Braga: ANEIS.
Palhares, C., Oliveira, E. P. & Melo, A. S. (2000). ANEIS: Programas de
enriquecimento. Sobredotação 1 (1,2), 191-202.
Almeida, L. S., Santos, C., Oliveira, E. P. & Cruz, C. (1999). Escala de
Despiste de Alunos com Altas Habilidades e Talentos: Estudo com
professores do 2º e 3º Ciclos do Ensino Básico. In A. P. Soares, S.
Araújo & S. Caires (Orgs.), Avaliação Psicológica: Formas e Contextos
(Vol. 6), Braga: APPORT.
Almeida, L. S. & Oliveira, E. P. (1998). Escala de Despiste de Alunos
com Altas Habilidades e Talentos. Braga: Centro de Estudos em
Educação e Psicologia da Universidade do Minho.
E-mail address ema@ubi.pt
Colm O’Reilly
Organisation Centre for Talented Youth Ireland

Department Dublin City University
Position Director
Masters in Education. Dublin City University
universities)
Impacts of special programmes on high ability students
interests
Gifted and talented resource book (in publication Wiley)
Publications Social and emotional needs of Gifted Children (chapter) in Including the
Gifted and Talented edited by Chris Smyth (routledge press). Numerous
international conference papers.
E-mail address colm.oreilly@dcu.ie
Speakers' Profiles
Daniela Ostatnikova
Organisation Comenius University Medical Faculty

Department Institute of Physiology
Position Associate professor
Education (dates, degrees, 1982 M.D., Comenius University Medical Faculty
universities) 1988 PhD, Comenius Univesity Medical Faculty
Current research field and Effects of testosterone on cognitive abilities in humans. Genetic factors
interests influencing relationship between testosterone and cognition
Biomedical correlates of intellectual giftedness and studies on gender
Current research topics differences in specific cognitive abilities. Genetic and hormonal factors
in etiology of autism
Ostatnikova D, Celec P, Hodosy J, Hampl R, Zdenek Putz, Kudela M.
Short-term soybean intake and its effect on steroid sex hormones and
cognitive abilities. Fertil Steril. 2007 May 19 [Epub ahead of print].
Ostatnikova D, Celec P, Putz Z, Hodosy J, Schmidt F, Laznibatova J,
Kudela M. Intelligence and salivary testosterone levels in prepubertal
children. Neuropsychologia. 2007 Apr 8;45(7):1378-85.
Celec P, Ostatnikova D, Hodosy J, Skoknova M, Putz Z, Kudela M:
Infradian rhythmic variations of salivary estradiol and progesterone in
healthy men. Biological Rhythm Research, 37(1): 37-44, 2006.
Publications Celec P, Ostatnikova D, Caganova M, Zuchova S, Hodosy J, Putz Z,
Bernadic M, Kudela M: Endocrine and cognitive effects of short-time
soybean consumption in women. Gynecologic and Obstetric
Investigations, 59: 59-61, 2005.
Celec, P., Ostatníková, D., Putz, Z., Hodosy, J., Burský, P., Stárka, L.,
Hampl, R., Kúdela, M.: Circatrigintan cycle of salivary testosterone in
human male. Biological Rhythm Research, 34 (3):305-315, 2003.
Ostatníková, D., Pastor, K., Putz, Z., Dohnányiová, M., Maťašeje, A.,
Hampl, R.: Salivary testosterone levels in preadolescent children. BMC
Pediatrics 2002, 2:5 (http://www.biomedcentral.com/content/pdf/1471-
2431-2-5.pdf).
Ronald and Eileen Weiser Professional Development Award, 2005 for
study and research at the University of Michigan
Gorazd Medal Award 2004, awarded by Minister of Education of Slovak
Republic for research and work with intellectually gifted children in
Slovakia
Awards and honours Award for best publication in 2001, awarded by Slovak Association for
Higher Nervous Functions of Slovak Medical Association
Award for Excellence in Research, 2000, awarded by Mensa Education
and Research Foundation, Texas, U.S.A., for publication of original
findings of lower testosterone levels in gifted prepubertal children (High
Ability Studies, 2000).
E-mail address daniela.ostatnikova@fmed.uniba.sk
Speakers' Profiles
David Pappie
Organisation Shell International

Department HR
Position Global Manager Recruitment
Education (dates, degrees, MSc Chemistry, VU Amsterdam; MBA Rotterdam School of
universities) Management '89
E-mail address david.pappie@shell.com
Johanna M. Raffan
National Association for Able Children in Education (NACE)

Organisation
European Council for High Ability (ECHA)
Position Founder Director (NACE), Secretary (ECHA)
1962/5 University of Wales
universities)
Current research field and School Leadership and Management, Classroom Provision, Self
interests Evaluation, Teacher Training
Current research topics School Self Evaluation, Early Years' Identification and Provision
Awards and honours Hon. LCP., F Coll T., FRSA
E-mail address johannaraffan@nace.co.uk
Speakers' Profiles
Cornelia Schneider
Organisation EU-Bureau of the Federal Ministry of Education and Research

Department Contact Point Women into EU-Research (FiF)
Position Scientific Officer
Education (dates, degrees, Degree in Social Sciences (Educational Science, Psychology and
universities) Sociology), University of Cologne, Germany
Cornelia Schneider has been working as a scientific employee at the
EU-Bureau of the Federal Ministry for Education and Research in
Germany since 2003. She is responsible for the European Programmes
in the fields of research and education (Research Framework
Programmes and Education & Training 2010 work programme). She is
interests
a member of the Programme Committee and the National Contact Point
"Science in Society" and represents the German Federal Ministry of
Education and Research in the Eurydice-Network and the Education
and Training Coordination Group (ETCG).
She is responsible for the Contact Point Women into EU-Research, a
project financed by the German Ministry. The focus of her work is
gender equality in European Research and the promotion of female
scientists. Special priorities: gender mainstreaming strategies, women
in science & technology, ICT and entrepreneurship and activities to
support young female scientists.
Forschungsfördernde Rahmenbedingungen: Gender Action Plans - ein
wirksames Instrument zur Förderung von Chancengleichheit? in Zukunft
Bologna (A. Dudek / B. Jansen-Schulz), Frankfurt a.M., Germany 2007
Gender Action Plans – an Effective Instrument for Promoting Gender
Publications Equality in the Sixth EU Framework Programme?" in conference reader:
Gender and Citizenship in a Multicultural Context 6th European Gender
Research Conference. University Lodz, Poland 2006.
FiF-Report - Successful Women Scientists in EU-Research, Bonn
Germany 2006.
E-mail address cornelia.schneider@dlr.de
Speakers' Profiles
Julia Stamm
Organisation COST Office

Department Science in Society
Position Science Officer
Education (dates, degrees, 2003 MA, Social Sciences
universities) 2006 PhD, Political Sociology
European integration
interests
Current research topics European political sociology
"Unity in Diversity? - The European Parliament and its elite after the
Publications
2004 enlargement", Nomos, 2008
E-mail address jstamm@cost.esf.org
Kirsi Tirri
Organisation University of Helsinki

Department Department of Practical Theology
Position Professor
Education (dates, degrees, 1994 Ph.D. University of Helsinki
universities) 1985 M.Th. University of Helsinki
Current research field and Gifted Education, Teacher Education, Moral and Religious Education,
interests Cross-cultural studies
Gifted Education, Teacher Education, Moral and Religious Education,
Cross-cultural studies
Publications 18 authored or edited books, approx. 150 articles on these fields
1994 Dissertation Award, The Finnish Educational Society
1995 Dissertation Award, The Outstanding International Study of the
Awards and honours Year Award, American Educational Research Association
1999 The Best Educational Research Award, Finnish Scientific
Academy
Speakers' Profiles
2006- Member of the Finnish Academy of Science and Letters

E-mail address kirsi.tirri@helsinki.fi
Hans van der Loo
Organisation Royal Dutch Shell

Department European Union Liaison Office
Position Head
Graduated from Nyenrode University and got a Master Degree from
EAP, European School of Management, Paris, Oxford, Dusseldorf. His
Education (dates, degrees, education included work experiences with Daimler-Benz in Stuttgart;
universities) Peugeot in Paris; United Biscuits in London and Brussels; and
McKinsey in Dusseldorf. As Shell participant in EU Training Programme
(ETP) in Japan he worked as a trainee with JGC, Canon and Nissan.
E-mail address Hans.vanderloo@shell.com
Sieglinde Weyringer
Organisation European Council of High Ability; University of Salzburg

Department Education
Position Executive committee
Mag. (master of education), Drs. (doctoral student)
universities)
Teacher education in high ability, school development, moral education,
interests
Current research topics VaKE - values and knowledge education in an European dimension
Patry, J.-L., Weyringer, S., & Weinberger, A. (2007) Combining values
Publications and knowledge education. In: Aspin, D.N., & Chapman, J.D. (Eds.):
Values education and lifelong learning. Dodrecht: Springer, 160-179
Awards and honours ECHA-Diploma cum laude
E-mail address sieglinde.weyringer@sbg.ac.at
Abstracts
László Balogh, University of Debrecen, Hungary

Csilla Fuszek, Csányi Foundation, Budapest, Hungary
Investment for the Long-run - The Talent-Care Program of the
Csányi Foundation for Children
In the first part of the presentation we will present the theoretical framework of the Talent-Care Program established by
László Balogh. The selection procedure is complex-based - we measure the following intellectual skills: the functional
elements of attention; memory (verbal, visual); the mechanisms of understanding and problem-solving thinking. In addition
we measure the creativity, learning-motivation and self-concepts; important part of the selection the teacher-opinions about
the students. The main part of the Program consists in the following: enrichment of the students with special lectures during
afternoons and at Saturdays, in cooperation with their original schools. Here, the aim is double: to look for and to develop
their special abilities and their personality, according to their individual needs.
An important part of our work is the cooperation with the families of the students in the developmental process. We measure
permanently the development of the special abilities and in addition we use more psychological tests: intelligence, motivation
of learning, learning techniques, anxiety, personality (Eysenck). On the basic of the results, we permanently modify the
individual developmental plans.
The main tools of the Program are the various types of enrichment activities for students. Among these activities we can find
special lectures, trainings in afternoons and during the weekends Students participate in regular individual and group
programs, special courses (i.e. methodology of learning, creative writing, cultural and sports events) and summer and winter
camps throughout the year.
In cooperation with their original schools the aim is double: to look for and to develop the children’s special abilities in those
areas in which they are gifted, and simultaneously assisting them to overcome their disadvantaged status in society.
As we already stated, the cooperation with the families of the students is an important part of the developmental process.
The Foundation operates community centres in which the children are taught individually and in group activities. Parents and
teachers meet each other in these centres, experts in various fields are invited to give presentations, local schools are
encouraged to participate in the centre’s activities as well.
Jutta Billhardt, Hochbegabtenförderung e.V., Germany

Project: Virtual School for Highly Gifted Dropouts
In 1994 I founded the non profit association called “Hochbegabtenförderung e.V.”. We have created courses for nearly 9000
children (IQ>120) outside of the school system. That way we can successfully monitor the learning needs of these children.
In 2000 the concept of a “Virtual School” was created and patented. Every year an estimated number of 10.000 gifted youths
fail in Germany’s school system without obtaining a degree. The purpose of the “Virtual School” is to offer an individual
learning environment which is more intensive so the highly gifted dropouts can get several degrees after two years.
The “Virtual School” involves a real classroom with computers, cameras and large screens as well as a physically present
teacher and students. In other towns there will be similar classrooms with a supervisor instead of a teacher. All the
classrooms will be connected and the students can contact the teacher via the large screens. The whole knowledge from the
Abstracts
years in school before has to be stored on the data base so the students can fill any gaps of knowledge during the lesson.
The “Virtual School” will make full use of the students’ ability to do multiple tasks at the same time. Every lesson will be
recorded on the data base. Highly gifted students outside, teachers in other schools and researchers can access the
recorded lessons. They can also be translated into other languages. Thereby it is possible to create a European Standard for
highly gifted students.
Csaba Böde, Hungarian Research Student Foundation, Hungary

The Student Research Movement in Hungary
In 1995 an unprecedented program was established in Hungary by Prof. Peter Csermely to help talented high school
students (between the age of 14 and 21) to find mentors who introduce them to scientific research in Hungarian universities
and research institutes. In 1996 the Hungarian Research Student Association was officially established, which gained an
overwhelmingly positive response from the Hungarian scientific community. We have nearly seven hundred mentors in 37
Hungarian towns, who bring talented and motivated students into their research projects. Since 1996 the number of the
involved students has been growing steadily thanks to the media support and the nationwide and international reputation.
During the last ten years more than 5000 students pursue research with a mentor and currently more than 2000 talented
students work in laboratories and institutes. Almost 50% of the students registered are and always have been girls, which
shows an equal and increasing interest for scientific research in both genders. The majority of these students live in small
villages (23%) and small towns (31%), thus the Mentorship Program helps the mobility of the underprivileged. More than half
(59%) of recruited students work in life science laboratories, while 27% and 16% pursue their research in other natural
sciences and social sciences.
The Association is a self-organizing system. A three-member student presidency, elected every year by the annual assembly
during the summer science camp, makes the financial and operative decisions. In 1998 the non-profit Research Student
Foundation was established to manage finances, such as the annual budget of the Hungarian Research Student
Association. Thanks to the continuous support of several companies and funds, the programs are always free of charge for
the students.
Peter Csermely, Hungarian National Talent Support Council &

Semmelweis University, Budapest, Hungary
National Talent Support Program in Hungary
Hungary has long-standing traditions in talent support. Several high level colleges were flourished even in the late Medieval
Age, and nation-wide, state-organized talent support programs were repeatedly launched in the 19th and early 20th
centuries by ministers of education József Eötvös and Kuno Klebersberg, respectively. The famous ‘Fasori Lutheran
Secondary School’, where John von Neumann, Jeno Wigner, John Harsányi and other top scientists were educated, signals
well the level of these programs. From the second half of the 20th century talent support programs were also initiated by a
large number of NGO-s. The Scientific Research Association of Undergraduates promotes research training for more than
30,000 university students since 60 years in practically all Hungarian universities and colleges. By now we have several
hundred talent support programs in Hungary and in the Hungarian-speaking regions of the neighbouring countries. From
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2000 state-operated programs give mentorship for several thousand gifted students. These programs cover well the diversity
of giftedness and talent and most of them provide adequate care for the young talents. However, the programs are often
under-appreciated, not very well known by the public and young talents can not always find the best and nearest support
possible, even though this support does exist in their neighbourhood.
To provide a better and more efficient care for the gifted and talented two years ago, the most important talent support
organizations in Hungary and in the Hungarian-speaking regions of the neighbouring countries established the Hungarian
National Talent Support Council. The Council’s major roles are
• to provide a joint information source and database of all talent support programs (www.tehetsegpont.hu);
• to establish Talent-Points at each local region of Hungary, where adequate and personalized help can be
accessed by the interested young people, their family, friends or teachers;
• to organize Talent Days to uncover local talent support activities and to enjoy the achievements of talented young
people;
• to coordinate and extend existing talent support activity (to establish transition points between existing programs
and entry-points for the underprivileged);
• to adapt successful talent support programs from other countries, which do not have a matching program in
Hungary yet;
• to promote the self-organization of talented young people and to provide help for the utilization of their talent;
• to establish local, nationwide and international Talent Support Councils and Talent Support Clubs to promote
sustainability of the projects;
• to establish a partnership with the Hungarian legislature and government to provide a civil-control for state-
organized talent support activities.
The above activities are supported by the Hungarian Parliament and government and will gain a support in the range of 40
million EUR from the structural funds of the EU between 2008 and 2013. We would like to invite all European talent support
organizations and activists to celebrate with us the Day of Talented and Gifted on each March 25th, the birthday of the
European and world-citizen musical talent, Bela Bartok.
Tim Dracup, Gifted and Talented Education Unit, Department for

Education and Skills, Ministry of Education, United Kingdom
International Collaboration
International Collaboration
1. Within Europe, we have prepared a draft action plan to improve international collaboration. GATEKeepers, a Drupal-
based forum using social networking applications has been established at www.lgtinternational.org/collaboration to
provide an online space where G&T educators can share information about their current issues, discuss topics of
mutual interest and solve common problems. We used the World Conference itself to advocate ways of improving
international collaboration, such as through collaborative research activity and by establishing an international network
of centres of excellence. One key proposal, based on our experience here in England with National Quality Standards,
was that we might use the same methodology to develop International Quality Standards for G&T education.
Abstracts
International Quality Standards
2. Many are inherently suspicious of standards-based approaches to improving provision, often because, rightly or
wrongly, they believe that they will stifle creativity and inhibit innovation. Our experience suggests that, if a standards
framework is carefully designed and sufficiently flexible, these potential disadvantages can be avoided. Indeed, the
existence of a flexible framework can act as an incentive to creativity, since it is often easier to be creative within such a
framework than within a vacuum.
3. In developing National Quality Standards for domestic purposes, we have been struck by the positive reaction in
schools and the commitment to a collaborative development process. Schools like the concept of a flexible framework,
strong enough to ensure that common standards are expected throughout the system, yet loose enough to allow
schools to adapt them to their particular circumstances. They have not experienced reductionism. They have seen the
value of the Standards in developing with and communicating to colleagues a set of reasonable expectations, as a basis
for reviewing current performance and as a tool for planning improvements. They understand the scope provided by the
Standards for school-based innovation and development.
4. If we accept the argument that we need to improve the scope and quality of international collaboration in G&T
education, then our contention is that the development and adoption of International Quality Standards would provide a
suitably flexible framework to support that. We believe that the approach we have applied so successfully in schools
and that we are beginning to apply in local authorities would work equally well at state and national level.
Arguments in support of International Quality Standards
5. There is a powerful case for developing international quality standards. The process of achieving worldwide consensus
in drawing up and agreeing the standards will involve the international G&T education community in working out a
shared understanding of the essential components of effective practice. The process is inherently valuable and at least
as important as the outcome, potentially more so.
6. The standards might embody the three-part structure we have used domestically, with different levels of expectation for
countries that are at entry level/under-resourced, improving/adequately resourced and exemplary/relatively well-
resourced. By developing a multilevel standard there will be built-in progression – an entry level that all countries can
aim to achieve and, at the other end of the spectrum, challenge for even the most advanced.
7. Such standards can be continuously monitored by their users. Evidence of their application and usefulness in different
contexts – including robust research evidence - can be accumulated and used periodically to recast the standards, so
they continue to reflect our current understanding of best practice.
8. The standards would provide a common framework and agenda for development of national systems and for
collaborative activity, including:
• a basis for independent or collaborative self-evaluation and improvement planning;
• for academic study and research into the effectiveness of national systems;
• for professional development and collecting and sharing examples of effective practice; and
• for other joint activity such as peer assessment, international consultancy, collaborative programme development
and problem-solving
9. They would provide a clear agenda around which international organisations like the World Council can focus their
Abstracts
activities, including their future Conferences. These organisations may wish to strengthen their position and extend their
influence by offering accreditation of countries' progress against the standards. But the standards would encourage a
collaborative process. Because expectations of collaboration are typically built in most significantly at exemplary level,
countries achieving that level will be expected to lead international collaboration much more strongly than they do at
present
10. The standards would provide a firm basis from which organisations and individuals can lobby governments for
improvements in provision. International standards could be applied to states and within federal countries and regions
within countries; national, state and regional organisations responsible for G&T education could develop their strategies
specifically to address the shortcomings they identify. The standards could provide a firm basis for legislation and
national guidance. If Governments wished to add to the core standards, they could do so, but might be expected to
justify this in terms of value added rather than value removed.
What might an international quality standard contain?
11. It would be a mistake to pre-empt the process of discussion and agreement leading to the agreement of such standards,
but a good starting point for the discussion is potentially provided by the US NAGC district standards – see
http://www.nagc.org/uploadedFiles/PDF/Standards_PDFs/k12%20GT%20standards%20brochure.pdf and by our
English draft local authority Quality Standards at http://www2.teachernet.gov.uk/QualityStandards/
12. Our domestic experience suggests that to be successful, standards must be as crisp, clear and concise as
possible. If the text is overly long and dense, the tool will be that much harder for the users to engage with. Here is a
possible list of the different elements that an international quality standard might include, intended to provide a starting
point for the interactive element of this workshop.
National direction Distributed leadership

Policy direction and development
Strong national infrastructure
Engagement in global collaboration
Support for learners Effective provision in classrooms and schools
Effective learning and partnership beyond the classroom
Curriculum flexibility, choice and pathways
Pupil direction and parental engagement
Social, emotional and pastoral support
Support for the education system Continuity, transfer and transition
Effective educators at all levels
Securing high quality research
Promoting innovation and sharing best practice
Resourcing, efficiency and value for money
Outcomes Effective identification, assessment and data analysis
Improving standards and progression; effective personalisation and
narrowing of achievement gaps
Monitoring and evaluation for continuous improvement
Abstracts
How might an international standard be developed?
13. There are several possible routes. One way forward would be to convene a standing conference of representatives from
interested countries, ideally forming a cross-section covering all continents and all levels of current provision, to develop
draft standards for consultation, with a view to final ratification at the next World Conference in 2009. The development
of the standards could be undertaken virtually for the most part, though the group would probably need to meet two or
three times for face-to-face discussion during the two year period. The cost would need to be met by those who can
most afford it: subject to Ministerial approval England would be willing to contribute towards the cost of development
workshops. GATEKeepers would support all necessary virtual interaction.
Christian Fischer, International Center for the Study of Giftedness,

Germany
How to Define Giftedness and High Ability?
What does it really mean to be gifted and how can schools and other institutions identify and teach gifted children and
adolescents? These questions are important to meet the needs of highly able individuals. Gifted education becomes more
and more an important aspect of schooling in Europe and most of the European countries realize some forms of gifted
education in their school-systems. Therefore persons, who work in this field, should know the fundamental conceptions of
giftedness and how these conceptions apply to the identification and instruction of the gifted. That means in concrete to
compare and contrast the strengths of the different definitions of high ability as well as of the various models of giftedness.
This theoretical knowledge is essential for the practical activities of teachers, administrators and researchers but also of
politicians, who are on the way towards a European roadmap in gifted education.
Prof. Dr. Burkhard Fricke, Nobel Laureate Meetings, Germany

The Lindau Nobel Laureate Meetings – A “Best Practice” Model for
the Promotion of Gifted Scientists
The Lindau Nobel Laureate Meetings are a globally recognised forum for the transfer of knowledge between Nobel
Laureates and young researchers. “Lindau Knowledge Networks” stand for high scientific standards, internationalism and
interculturalism. The scientific programme comprises lectures, seminar talks and interdisciplinary podium discussions spread
over several days. It reflects current scientific topics and deals with developments covering different fields. The Lindau
Dialogue is characterised by numerous personal encounters between Laureates and best talents. Both the scientific
programme, as well as the evening events provides a platform for dialogue between the scientific elites of today and
tomorrow.
The presentation will focus on one of the main goals of the Lindau Meetings: to build international networks of gifted
scientists. It will introduce the Network of Academic Partners of the Nobel Laureate Meetings and show how council and
foundation measure “scientific excellence”.
Abstracts
Dieter Hausamann, DLR_School_Lab Oberpfaffenhofen, Germany

Science Labs and their potential for gifted & and talented education
The mobilisation of Europe’s innovation potential is a key success factor for the Lisbon Strategy, the attraction of young
people to science and research being one of its elements. At the end of school, in the transition phase to university, it is of
great importance for students to come into close contact with highly demanding professional situations. Especially in science
and technology and especially for gifted and talented students regular school curricula often cannot provide this lead. In so-
called science labs operated by institutions involved in research and development, talented school students can be enabled
to incorporate the role of a researcher, since this is extremely helpful for them when making decisions about their future
profession.
The DLR_School_Lab Oberpfaffenhofen established by the German Aerospace Center DLR is a science lab specially
equipped to help secondary school students experience science first-hand. Supervised by scientists and science and
engineering students they perform hands-on experiments with high-tech instrumentation used in aerospace research.
Thereby they gain an impression of the content and methodology of modern research and experience the day-to-day work of
scientists and engineers. This typical concept of a science lab allows defining tasks and projects going far beyond the
standard curricula. Therefore, such facilities are especially suited to attract talented students to science and technology. In
this sense science labs provide an important strategic instrument to implement the Lisbon Strategy.
Ulrike Kempter, State College of Teacher Education, Austrian

Centre for the Gifted and Talented, Austria
The Autonomous Learner Model as a possibility of differentiation in
order to meet the needs of high ability students in regular
classroom teaching
Teaching (high school) children I have to meet several challenges: learners vary in their diversified needs, schools vary in
their possibilities to provide opportunities to the special needs of all students, teachers are continuously faced with designing
activities appropriate for different levels of ability. What happens worldwide is that educational programmes in general meet
the needs of the less able students much more than the special needs of the very able ones. But it cannot be a question of
either or. We have to meet the needs of all children.
The Autonomous Learner Model by G.Betts & J.Kercher originally focused on helping the gifted child to realize his/her full
potential and experience fulfilment and personal growth in and out of the school setting. As most teachers are confronted
with heterogeneous classes rather than homogenous ones, however, I have tried to implement the ALM in regular classroom
teaching in Austria (as have done many teachers in the USA, Canada, New Zealand etc.). So I would like to raise the
following questions in my statement:
What is the main goal of the ALM?
What are the advantages of the ALM?
How can it be adapted to European standards?
Which components could be taken over for a European road map for high ability support?
Abstracts
Wiesława, Anna Limont, Nicolaus Copernicus University in Toruń,

Poland
The Model of Specific Abilities Structures (MSGS) – Research and
Application
The Model of Specific Abilities Structures was an attempt at explaining the existing differentiation of abilities as one kind of
specific ability which would facilitate interpreting the differentiation between giftedness connected with a specific domain,
discipline and field of activity. Each kind of ability can appear in a specific field of activity the result of which can be a
productive, reproductive or creative in character but it can also concern a sensitive and understanding recipient. In the
MSGS the creative activity can be divided into two groups: “D’ spelled with a lower-case ‘c’ innovative in character, changing
the point of view but not introducing new values and ideas and the creativity spelled with a capital ‘C’, outstanding,
revolutionary, as a result of which new ideas and new fields of activity emerge.
The MSGS has been built of five areas where three of them: ‘S’ (simple abilities), ‘D’ (divergent thinking), ‘C’ (creative
abilities) cover structural components of specific ability and two areas: P and E include personality (P) and environmental (E)
factors affecting the development of abilities, however not determining the specificity of abilities. Three areas ‘S’, ‘D’ and ‘C’
overlap creating four sub-areas: ‘SD’, ‘SC’, ‘DC’ and ‘SDC’ which cover relevant structures of specific abilities which differ in
quality. Areas ‘P’ and ‘E’ surround the structures of specific abilities affecting the process of crystallizing and development of
abilities.
Todd Lubart, Université Paris Descartes, France

Creative Giftedness
The nature of creative giftedness is examined. A multivariate perspective is presented indicating how cognitive, conative
(personality-motivation), and environmental factors contribute to high creative potential. A resonance perspective on the
development of creative potential is described. In this view, the resonance between the school, the individual with his or her
cognitive and conative profile, and the family socio-cultural environment leads to the emergence, or suppression, of creative
giftedness. Support from empirical studies in elementary- school children is provided. The importance of individual
differences is highlighted and implications for fostering creative giftedness in schools and at home are proposed.
Franz Mönks, Radbound University Nijmegen, The Netherlands

An Overview about Gifted Education in 21 European Countries:
Inventory and Perspective
In 2001 the German ministry of Science and Education gave the assignment to make an inventory of gifted education in
European schools. Since the investigation started before the extension of the European Union up to 25 Countries, in this
investigation are included the then 15 member states plus Hungary, Latvia, Poland, Romania, Slovenia and Switzerland. The
data of the final report were updated till December 2004. The inventory includes an investigation of the following six topics:
• school legislation, regulations and guidelines
Abstracts
• identification and identification criteria

• specific gifted education services
• teacher training and – upgrading
• research and professional care
• priorities and expectations
In most countries there exists a legislative status of gifted children. Teacher training and upgrading improved during the
research period in most countries. An interesting finding is the situation in Finland. There is no specific law for the gifted but
nevertheless there exists a high degree of individualization. From the very beginning there is differentiation of curriculum and
instruction. These are the core elements of gifted education. In addition, the teacher training is qualitatively and academically
very high beginning with the kindergarten teachers. For all countries it is essential that gifted education becomes an integral
part of the basic curriculum of teacher training.
Ema P. Oliveira, University of Beira Interior, Portugal

Leandro S. Almeida, University of Minho, Portugal
Effects of Academic Acceleration: Findings with Portuguese
students
The purpose of this communication is to analyse the impact of academic acceleration in terms of the psychosocial and
academic adjustment of students. The sample was formed by 227 students who were attending the 2nd Cycle of Basic
Teaching (5th and 6th grades), in public and private schools. The experimental group was comprised of 107 accelerated
students (by early entrance to grade school or skipping one year of primary schooling). A comparison group was comprised
of 120 students from the same classes of the previous group, who did not however benefit from academic acceleration.
Several instruments of psychosocial and educational evaluation were considered, including interviews with parents and a
scale for teachers.
The results suggest significant differences in favour of the accelerated students in the psychological tests applied, as well as
in teachers’ perceptions about students’ abilities and motivation. This superiority occurs, also, in the generality of the
curricular matters, excepting Visual and Technological Education and Physical Education, as well as in some dimensions of
the self-concept, especially in the dimensions “School Competence”, “Social Acceptance” and “General Self-Esteem”.
Finally, parents show satisfaction with this educational provision, the cases of parental dissatisfaction being associated with
acceleration practices more motivated by the child’s age than they are by the precociousness of development, a fact that
contradicts the sense and logic of national laws that should be applied to these cases.
Colm O’Reilly, Irish Centre for Talented Youth, Dublin City

University, Ireland
Working with Young People of Exceptional Academic Ability.
The Irish Centre for Talented Youth (CTYI) at Dublin City University provides academic courses for high ability students aged
6 to 16 from all over Ireland and abroad. The Centre provides college like courses for academically talented students to allow
Abstracts
them to fulfil their potential. Each year up to 4000 students participate in academic classes and correspondence courses at
the Centre.
This paper will focus on the successful implementation of university style courses with students of exceptional academic
ability. The benefits of these students working at a faster pace and in greater depth with the subject material will be
discussed. Social and emotional effects of grouping high ability students together in a university environment will be
explored. Research on the impact of the programme on the students, their parents and their teachers will be presented
during this paper.
Daniela Ostatnikova, Medical Faculty, Comenius University,

Bratislava, Slovakia
Biomedical Correlates of Intellectual Giftedness
One of the principal objectives of neuroscience is to explore the origins of the diverse mental capabilities and to find the
interactions between neurons and the nervous system and other functional systems of the body. One of the specific
regulatory systems influencing the biology, cognition and behaviour are the hormones. Testosterone was hypothesized to
influence cognition during intrauterine period as well as during postnatal life. Fetal testosterone, which peaks around the
middle of the pregnancy, affects brain development by slowing down the growth of parts of the left hemisphere, thus,
relatively enhancing the growth of homologous parts of the right one.
The organisational effect of testosterone on cognitive performance was studied in more than hundred prepubertal
intellectually gifted children who were compared with children from general population and their mentally challenged peers.
The results proved significantly lower testosterone levels in gifted children and mentally challenged in comparison to control
group. Findings of other studies on adult healthy population indicate nonlinear relationship between testosterone and spatial
performance, with moderate levels of androgens being associated with better spatial ability.
The research was supported by grants AV 4/0038/07, VEGA 1/3438/06 and VEGA 1/3420/06.
Johanna M. Raffan, Founder Director NACE, United Kingdom

School Improvement through Self Evaluation
The evidence that the National Association for Able Children in Education (NACE) has gathered from schools that address
the issue of School Improvement shows that they do so with a rigorous self evaluation framework at the heart of their work.
The features of a school self evaluation framework must include the whole school in the process, attitudes of staff and pupils,
leadership and management, classroom provision, involvement of parents, involvement of governors and an understanding
of how this can be achieved.
This session will look at the success of this work in England and Wales.
Abstracts
Johanna M. Raffan, Secretary of ECHA

Towards Greater Cooperation in Europe
The World Council for Gifted and Talented Children held their biennal conference in Warwick, England, in August. It was the
largest world conference ever held, 900 delegates from 60 countries. Seven rapporteurs were appointed from around the
World to interview delegates from every country. They were asked about their country’s achievements, current policies and
projects and their hopes for the future.
This presentation will give a brief overview of the outcomes and will, hopefully, give us an indication of where we need to go
in Europe.
Cornelia Schneider, EU-Bureau of the Federal Ministry of Education

and Research, Germany
Promoting Young Female Scientists
On the average, women represent 50 percent of all first-year students each year, although they mostly leave school with
better grades. The ratio changes at post-doc level. In Europe 57 percent of all graduated scientists are men and 43 percent
are women, with a further decrease in the percentage of women the higher up in the hierarchy one goes. At the top of the
scientific community, the ratio diminishes to a mere 15 percent of women as compared to 85 percent of men.
To fulfil the Lisbon goal Europe will need an estimated 700 000 additional scientists. To optimally use all available talent, the
European Union needs well-qualified and gifted women.
Therefore it is necessary to attract young female talents into Research & Development careers and support them on their
way up the career ladder. Necessary actions are:
1. to prevent stereotypes and attract girls and young women to pursue a career in science
2. to mentor girls and provide more role models,
3. to provide support at the PhD and postdoc level and
4. to establish academic structures that allow female scientists to build up (international) networks.
In Germany the Contact Point Women into EU-Research (FiF) provides support for gifted young female scientists. FiF is an
information and communication platform. At the Contact Point female researchers find advice, expert knowledge and
networking opportunities.
The overall objective of the Contact Point is to promote female scientists to get involved into EU-Research projects.
Following generations of female students will experience more female scientists as positive role models, and networking
between female scientists becomes easier with an increasing number of colleagues. At a long term, more high potential
female scientists can be attracted for a career in science.
Abstracts
Sieglinde Weyringer, University of Salzburg, Austria

Character Education in a Virtual School for Gifted Students: Two
Concepts Combined
Gifted students are attributed to have the cognitive potential for leadership in their domains of ability. Leadership is combined
with responsibility-taking for consequences as well as for persons. So mastery in leadership requires not only academic but
also socio-emotional knowledge, will-power, personal strength and orientation towards decisions for action. But in research
and in training programs the special needs of gifted students concerning the development of these specific personal attitudes
are widely neglected. Settings of far distance learning and virtual classrooms show a similar lack of concepts for individual
development of aspects of character and personality.
“VaKE – values and knowledge education” is a didactical approach, which combines character education and knowledge
acquisition and integrates the use of internet. This approach has been applied very successfully in a special training program
for gifted young students from different European countries to enhance the awareness and consciousness for European
citizenship. VaKE has an effect on the development of personality. Virtual schools and distance learning environments offer
appropriate possibilities to continue with this idea.
About COST
COST- the acronym for European COoperation in the field of Scientific and Technical Research- is the
oldest and widest European intergovernmental network for cooperation in research. Established by the
Ministerial Conference in November 1971, COST is presently used by the scientific communities of 35
European countries to cooperate in common research projects supported by national funds.
COST supports COST cooperation networks (COST Actions) with EUR 30 million per year and brings
together more than 30 000 European scientists involved in research with a total value exceeding EUR
2 billion per year. This is the financial worth of the European added value which COST achieves.
A “bottom up approach” (the initiative of launching a COST Action comes from the European scientists
themselves), “à la carte participation” (only countries interested in the Action participate), “equality of
access” (participation is open also to the scientific communities of countries not belonging to the
European Union) and “flexible structure” (easy implementation and light management of the research
initiatives) are the main characteristics of COST.
As precursor of advanced multidisciplinary research COST has a very important role for the realisation
of the European Research Area (ERA) anticipating and complementing the activities of the Framework
Programmes, constituting a “bridge” towards the scientific communities of emerging countries,
increasing the mobility of researchers across Europe and fostering the establishment of “Networks of
Excellence” in many key scientific domains such as: Biomedicine and Molecular Biosciences; Food
and Agriculture; Forests, their Products and Services; Materials, Physical and Nanosciences;
Chemistry and Molecular Sciences and Technologies; Earth System Science and Environmental
Management; Information and Communication Technologies; Transport and Urban Development;
Individuals, Societies, Cultures and Health. It covers basic and more applied research and also
addresses issues of pre-normative nature or of societal importance.
For more information: www.cost.esf.org

About COST Individuals, Societies, Cultures

and Health
This Domain supports the development of knowledge and insights for citizens, democratic debate and
decision-making in the public, private and voluntary spheres. The following examples illustrate aspects
of potential research topics in this Domain. The scope of the Domain is not restricted to these
activities.
The development and behaviour of individuals and groups: Mind, cognition and complexity;
Language development; Learning; Creativity; Socialisation; Identities and Attitudes; Gender;
Vulnerability and resilience; Decision-making and risk-taking, etc.
Social, Economic, Political, Cultural, Historical and Technological Structures and Processes,
and how these persist and/or change: Economic development; Governance and citizenship; Social
cohesion; Poverty and inequality; Health and wellbeing; Public safety and security; Human impacts on
the environment; War and conflict; International and inter-group relations; Risk and regulation;
Institutional and organisational frameworks; management; Health systems and policies; Families and
parenting; Inter-generational relations; Education and skills development; Labour markets; Work and
Leisure; Welfare regimes; Demographic change and migration etc.
Cultural Diversity and a Common European Future: Languages, literatures, music and art;
Regional/national histories and European history; Media and communication; Values continuity and
change; People and landscapes/cityscapes; Locational and spatial variation; Cultural heritage;
Cultures of food and drink; Philosophies of humans, nature, science and society; Everyday cultures,
etc.
Inter-disciplinary topics linking social science/humanities perspectives with the natural, medical and
engineering sciences are particularly welcomed by this Domain, provided that the social
science/humanities aspect is predominant.
List of Participants
Isabel Andrade Belgium

isabelmeirelsandrade@gmail.pt
Avi Berman Department Head

berman@technion.ac.il Education in Technology and Science
Technion - Israel Institute of Technology
Israel
George Betts Director & Professor of Special Education

george.betts@unco.edu Center for the Education & Study of the Gifted, Talented & Creative
University of Northern Colorado
United States of America
Jutta Billhardt Chairman

berlin@hbf-ev.de Hochbegabtenförderung e.V. Berlin
Germany
Csaba Böde Director

bode.csaba@kutdiak.hu Hungarian Research Student Foundation
Hungary
Hiltrud Breyer Member

hiltrud.breyer@europarl.europa.eu European Parliament
Wolf-Michael Catenhusen Member

catenh@muenster.de Board of Trustees
Foundation for High Ability Research
Germany
Peter Csermely Professor

csermely@puskin.sote.hu Department of Medical Chemistry
Semmelweis University, Budapest
Hungary
Inge De Prins PR and Communications Manager

ideprins@cost.esf.rog COST Office
Tim Dracup Assistant Director, Improving Pupil Performance Division

tim.dracup@dcsf.gsi.gov.uk Schools Directorate
Department for Education and Skills, Ministry of Education
United Kingdom
Peter Dröll Head

Peter.Droell@ec.europa.eu European Commission: Cabinet of Commissioner Potočnik
Afonso Ferreira Head of Science Operations

aferreira@cost.esf.org COST Office
Christian Fischer Director

fiscchr@uni-muenster.de International Center for the Study of Giftedness
University of Münster
Germany
Burkhard Fricke Member

info@lindau-nobel.de Council for the Lindau Nobel Laureate Meetings
The Nobel Laureate Meetings at Lindau
Germany
Csilla Fuszek Csányi Foundation, Budapest

Hungary
Rainer Gerold Director

rainer.gerold@gmail.com Research
European Commission retired
Martin Grabert Director

mgrabert@cost.esf.org COST Office
David Gronbaek Science Officer

dgronbaek@cost.esf.org Individuals, Societies, Cultures and Health
COST Office
Dieter Hausamann Head

dieter.hausamann@dlr.de DLR_School_Lab Oberpfaffenhofen
German Aerospace Center (DLR)
Germany
Linda Huber Staff

linda.huber@begabtenzentrum.at Pedagogical department
Austrian Research and Support Centre for the Gifted and Talented
(özbf)
Austria
Karen Hussey Vice Chancellor's Representative in Europe

karen.hussey@anu.edu.au Office of the Vice Chancellor
The Australian National University
Belgium
Ulrike Kempter Team member

ulrike.kempter@gmx.at Higher Education
University for Teacher Training, Upper Austria, + Austrian
Research And Support Centre For the Gifted And Talented
Austria
Tessa Kieboom Director

tessa.kieboom@cbo-antwerpen.be Centre for the Study of Giftedness
Cooperation University of Antwerp
Belgium
Johannes Klumpers Head of Unit

Johannes.Klumpers@ec.europa.eu European Commission: DG Research
Bård Knutsen PhD-student

bard.knutsen@plu.ntnu.no Programme for teacher training
The Norwegian University of Science and Technology (NTNU)
Norway
Venera Lazareanu Trainer

presidenza@cefop-fop.it Vocational Training
CE.FO.P. - Centro Formazione Professionale, Palermo
Italy
Wiesława Anna Limont Professor

wieslawa.limont@gmail.com Departament of Art Education at the Faculty of Fine Arts
Nicolaus Copernicus University
Poland
Todd Lubart Professor

todd.lubart@univ-paris5.fr Department of Psychology
Université Paris Descartes
France
Lut Mergaert Senior Consultant

lut@yellowwindow.com Yellow Window Management Consultants
Belgium
Helga Mieling Director

helga.mieling@bmvit.gv.at K3
BMVIT-Federal Ministry of Transport, Innovation and Technology
Austria
Franz Mönks Prof. em.

f.monks@psych.ru.nl Center for the Study of Giftedness
Radboud University Nijmegen
The Netherlands
Ema Oliveira Invited Assistant Professor

ema@ubi.pt Department of Psychology and Education
University of Beira Interior & Associação Nacional para o Estudo
e Intervenção na Sobredotação
Portugal
Colm O'Reilly Director

colm.oreilly@dcu.ie Irish Centre for Talented Youth
Dublin City University
Ireland
Daniela Ostatnikova Associate Professor

daniela.ostatnikova@fmed.uniba.sk Institute of Physiology
Comenius University Medical Faculty
Slovakia
David Pappie Global Manager Recruitment

david.pappie@shell.com Human Resources
Shell International
The Netherlands
Giangiorgio Perricone Director

presidenza@cefop-fop.it Vocational Training
CE.FO.P. - Centro Formazione Professionale, Palermo
Italy
Micky Radoux-Beck President

lrmb@pt.lu ALPEIP (Association Luxembourgeoise Pour les Enfants
Intellectuellement Précoces)
Luxemburg
Johanna Raffan Founder Director / Secretary

johannaraffan@nace.co.uk National Association for Able Children in Education, Oxford
(NACE) / European Council for High Ability (ECHA)
United Kingdom
Cornelia Schneider Contact Point Women into EU-Research (FiF)

cornelia.schneider@dlr.de EU Bureau of the Federal Ministry of Education and Research
Germany
Ana Serrador Administrator

ana.serrador@ec.europa.eu DG Education and Culture - A2 LLL Innovation and Creativity
European Commission
Irene Soltwedel-Schäfer Former MEP

isoltwedel@aol.com European Communication
Germany
Costin Octavian Sorici Manager

costin.sorici@profit-consulting.eu Kindergarden
Creative Horizon
Romania
Julia Stamm Science Officer

jstamm@cost.esf.org Science in Society
COST Office
Rosemary Strevinioti Officer

strevinioti.r@ucy.ac.cy Service for Research and International Relations - European
Collaboration Office
University of Cyprus
Cyprus
Kirsi Tirri Professor

kirsi.tirri@helsinki.fi Department of Practical Theology
University of Helsinki
Finland
Terje Tuisk Head of Unit

terje@archimedes.ee Science Popularization Unit
Archimedes Foundation
Estonia
Hans van der Loo Head

hans.vanderloo@shell.com European Union Liaison
Royal Dutch Shell
Belgium
Zuzana Vercinska Conference Officer

zvercinska@cost.esf.org COST Office
Sieglinde Weyringer Executive Committee / Research Assistant

sieglinde.weyringer@sbg.ac.at European Council of High Ability / University of Salzburg
Austria
Kerstin Wilde Administrative Officer

kwilde@cost.esf.org COST Office
Heribert Woestmann
Jie Zhu Administrative Officer

jzhu@cost.esf.org Individuals, Societies, Cultures and Health
COST Office

2007 COST Workshop Meeting The Needs of Gifted Children and Adolescents - Towards A European Roadmap

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Conference Report

COST Strategic Workshop

DAY 1 - Monday 26 November 2007

09.30 Session 1 - Introduction to the field

10.15 Coffee Break

15.45 Coffee Break

Franz Mönks European Council for High Ability

17.45 Closing session

10.40 Coffee Break

Resolution: Action Plan for the Gifted and Talented –

Brussels, 27 November 2007

Organisation University of Northern Colorado

Organisation Hochbegabtenförderung e.V. Berlin

Organisation Hungarian Research Student Foundation

Organisation European Parliament

Organisation Foundation "International Centre for High Ability Research"

Organisation Semmelweis University

1997 Széchenyi Award of Outstanding Hungarian Professors

Organisation European Commission

Organisation University of Münster

Begabtenförderung, 4. Jg. H. 1. S. 7-14.

Organisation Nobel Laureate Meetings at Lindau

Organisation COST Office

Organisation COST Office, European Science Foundation

Organisation German Aerospace Center (DLR)

University for Teacher Training, Upper Austria +

Organisation Centre for the Study of Giftedness

Organisation European Commission

Wiesława Anna Limont

Organisation Nicolaus Copernicus University

Organisation Université Paris Descartes

Prof Franz Mönks

Organisation Radboud University Nijmegen

Ema Patrícia Oliveira

Organisation University of Beira Interior

de Instrumentos para a Sinalização de Alunos Sobredotados e

Oliveira, E. P., Melo, A. S., Caires, S. & Mendonça, A. (2000). ANEIS:

Organisation Centre for Talented Youth Ireland

Organisation Comenius University Medical Faculty

Organisation Shell International

National Association for Able Children in Education (NACE)

Organisation EU-Bureau of the Federal Ministry of Education and Research

Organisation COST Office

Organisation University of Helsinki

2006- Member of the Finnish Academy of Science and Letters

Hans van der Loo

Organisation Royal Dutch Shell

Organisation European Council of High Ability; University of Salzburg

László Balogh, University of Debrecen, Hungary

Jutta Billhardt, Hochbegabtenförderung e.V., Germany

Csaba Böde, Hungarian Research Student Foundation, Hungary

Peter Csermely, Hungarian National Talent Support Council &

Tim Dracup, Gifted and Talented Education Unit, Department for

International Quality Standards

Arguments in support of International Quality Standards

What might an international quality standard contain?

National direction Distributed leadership

How might an international standard be developed?

Christian Fischer, International Center for the Study of Giftedness,

Prof. Dr. Burkhard Fricke, Nobel Laureate Meetings, Germany

Dieter Hausamann, DLR_School_Lab Oberpfaffenhofen, Germany

Ulrike Kempter, State College of Teacher Education, Austrian