Latest news with #giftededucation
Khaleej Times
18-06-2025
- Science
- Khaleej Times
UAE: 400 gifted students discovered in less than a year, says Hamdan Foundation
More than 39,000 students from across the UAE have participated in the Hamdan Talent Scale. This pioneering national initiative is revolutionizing how the country's brightest young minds are identified and supported. The programme, implemented in public and private schools, uses one of the most advanced scientific tools in the Arab world for talent identification. Dr Mariam Al Ghawi, Director of Hamdan bin Rashid Al Maktoum Centre for Giftedness and Innovation, said, "Since the beginning of 2025, nearly 9,000 students have been evaluated through the national Talent Identification Program, resulting in the discovery of more than 400 gifted students. This outcome underscores the accuracy and efficiency of the scale. It reinforces the development of tailored programs to support this exceptional group of learners." To date, more than 2,000 gifted students have been identified, many of whom are now enrolled in specialized study tracks enriched by expert mentorship, innovation labs, and STEM-based learning, fully aligned with the UAE's ambitious vision for the future. She clarified, "It is considered one of the most advanced systems for identifying gifted and talented individuals in the Arab world." Stay up to date with the latest news. Follow KT on WhatsApp Channels. She further explained that the test is a scientifically developed tool designed to identify gifted students in grades 4 through 12. Initiated by the Hamdan bin Rashid Al Maktoum Foundation, this test combines international research with local cultural and educational values, offering a comprehensive assessment of students' intellectual, academic, and creative abilities. A Path to Growth Students who qualify through the test have the opportunity to enroll in advanced enrichment programs focused on science, technology, engineering, and mathematics (STEM) and the arts. These programmes go far beyond the traditional academic curriculum, including innovation labs, national and international competitions, expert mentorship, and global learning experiences. This initiative prioritizes the development of critical thinking, leadership, and creativity, preparing students to become key contributors to the UAE's innovation ecosystem. Selection Process Al Ghawi explained that the identification process for gifted and talented students consists of three main stages: 1. Nomination: Students can be nominated by their schools or apply directly through the Foundation's website. 2. Screening: Candidates complete a series of assessments that measure cognitive abilities, creativity, and academic performance. 3. Selection: Students who meet the talent criteria are selected for long-term development and support. 'This process ensures fairness and accessibility, covering public and private schools across the seven emirates,' She added. Open to All Nationalities In alignment with the UAE's comprehensive vision for education, the program welcomes participants of all nationalities. Since its launch in 2017, the initiative has evaluated over 39,000 students and has identified more than 2,200 talented individuals. The Foundation aims to identify a total of 5,000 students by the year 2030. Participation in the enrichment programmes is provided at no cost. Activities occur on weekends, during school holidays, or school visits, and develop gradually over eight years, ensuring sustainable growth. The programme's impact extends beyond students. It includes specialized training for teachers, awareness campaigns for families, and partnerships with schools to create environments that value and nurture talent. By fostering a national culture that values talent, the initiative directly supports the UAE's educational transformation. It contributes to achieving the goals of the UAE Centennial Vision 2071.
Yahoo
05-06-2025
- General
- Yahoo
I Was Enrolled In A 'Gifted' Program As A Kid. Years Later, I Discovered A Dark Side I Never Knew About.
I don't remember precisely when I first heard the word 'gifted,' but it must have been in early elementary school. I do remember being pulled out of my first-grade class and led to the fifth-grade classroom, where a teacher told me to choose a chapter book that was 'more at my level.' I appreciated the chance to choose from all sorts of new books, but it marked an early example of what would eventually be both a privilege and a curse: my foray into being 'set apart' academically from my fellow classmates. By the time I reached middle school, the gifted and talented program in my district had taken wing. The timing makes sense: In 1998, many American schools were provided with official K-12 standards for so-called 'gifted education' by the National Association of Gifted Children. While the NAGC first promoted advanced academic programming in the 1950s, its work in the late '80s and '90s represented a more structured approach to educating students who were found to be gifted. K-12 gifted education standards were preceded by the passage of the Jacob Javits Gifted and Talented Act in 1988, which secured funding to 'orchestrate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools to meet the special educational needs of gifted and talented students.' In those early days, my experience with Gifted & Talented (or G/T, as we fondly called it) was almost entirely positive. Our G/T class was tucked away in a windowless classroom whose walls we decorated with silly drawings and posters. Several of my close friends were also in the program, and there was nothing better than getting to hang out with them for an hour or two per day while working on our largely self-assigned curriculum. Our teacher was warm and encouraging, always pushing each of us to incorporate our individual interests and skills into projects. In fact, nearly all the teachers I worked with in G/T were engaged educators who genuinely wanted their students to thrive. I'm forever grateful for their personal guidance, regardless of my later reflections on the program. In so many ways, G/T was a safe place at school — a place where I could be my true (weird) self and engage in more self-directed learning. But there was a troubling flip side to the G/T experience that took me years to unpack. From what I could gather, most students qualified for the program based on standardized test scores. While the NAGC defines gifted pupils as 'those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains,' it seems inevitable that many kids would be excluded from gifted education for factors beyond their control. In her 2016 book 'Engaging and Challenging Gifted Students: Tips for Supporting Extraordinary Minds in Your Classroom,' Jenny Grant Rankin, Ph.D., outlines gaps in gifted education. Nonwhite students, socioeconomically disadvantaged kids, girls, and those classified as English language learners are disproportionately excluded from gifted and talented programming, Rankin reports. She also cites a 2016 study by Jason A. Grissom and Christopher Redding that found that Black students were 50% less likely to be considered for gifted and talented programs than their white counterparts, even when both groups recorded similar standardized test scores. What's more, students of color were less likely to be labeled gifted when their teachers were white. In G/T, I learned quickly that much of my self-esteem came from academic praise and approval from adults. The 'gifted' label seeped into everything I did and was a stumbling block at times — if I struggled to master a concept in math class or didn't understand a question on a social studies test, I'd avoid asking for help. After all, I was gifted. I shouldn't need help with anything, right? It felt like my so-called 'natural' giftedness should pre-qualify me to succeed in any endeavor, which led me to prematurely give up on new hobbies later in life when I didn't immediately feel like a master. And when a project in a non-G/T class earned anything less than an A, I often found myself in tears and seeking reassurance from my family and friends that I was 'still smart.' The question of 'potential' was another overwhelming aspect of G/T. Gifted kids at my school were encouraged to pursue all sorts of fields — with the unspoken message that no matter what we pursued, we were expected to be excellent. Most of us went on to take as many Advanced Placement classes in high school as our schedules would allow, driven by the sense that we simply had to be high achievers. Academic excellence would translate directly to excellence in career and life in general, many of us thought. It wasn't until college that I first experienced the lingering impacts of the gifted education experience. Suddenly, I was a very small fish in the massive pond that is the University of Michigan. I wasn't the 'smart kid' anymore— I was one of thousands of 'smart kids,' all of whom had ambitions on par with or beyond my own. College instructors rarely offered direct praise, and the occasional B in a class became commonplace. When I couldn't maintain perfection, I felt like I was failing the version of myself I was supposed to become. Unsurprisingly, college was also when my mental health took its first major nosedive. Alongside a handful of personal issues, my sudden sense of academic invisibility had triggered a crisis. My path felt unclear. Wasn't I supposed to get to college, breeze through with perfect grades, and immediately jump into an impressive career? When graduation rolled around, I got a dose of validation by heading off on a Fulbright teaching grant to Malaysia, but my life beyond that looked so blurry. It took a long time to admit that I didn't want to go to grad school, which felt shameful. Without academic validation or 'high achievement' on the table, would I be untethered forever? In the decade since, I've drawn connections between my most plaguing anxieties and my early education. It's taken practice to feel more comfortable with accepting professional criticism or admitting when I'm not sure how to do something at work. I see how my G/T years merged self-worth with accolades and grades, and I feel sad for the younger version of myself — along with other 'formerly gifted' peers — who internalized so many false measures of success. At times, adulthood feels like an ongoing battle to remind myself that I'm a valuable, worthy person, regardless of outward achievements. I'm not alone: In recent years, the 'formerly gifted kid' trope has become something of a meme, with TikTokers cracking dark jokes about their lingering sense of anxiety, perfectionism and perceived failure to live up to parents' and teachers' expectations. It's funny because it's true. Data shows that while gifted programs can result in better long-term academic outcomes and college success for some students, these benefits still reflect inequities. A 2021 study by Grissom and Redding found that small associations existed between participation in gifted programming and long-term achievement in math and reading, but there was no evidence to support a correlation between gifted kids and their general engagement with school. Most glaringly, even these small positive associations were skewed toward higher-income white pupils, with low-income or Black gifted students excluded from long-term academic gains. What's more, this research doesn't begin to explore gifted education's extended impact on social and emotional development for all participants. I don't regret my time as a gifted kid, but I do wish G/T had offered more care for students' mental health and more inclusivity for children who didn't fit the program's relatively narrow mold of exceptionalism. I wish I could unlearn the idea that outward praise equals true success, and measure excellence in the form of learning for learning's sake. Above all, I wish we'd had an environment where every single student was reminded how smart and talented they were, and given the tools to explore their gifts — no matter what form they took. Do you have a compelling personal story you'd like to see published on HuffPost? Find out what we're looking for here and send us a pitch at pitch@
Forbes
02-06-2025
- General
- Forbes
How National Math Stars Removes Barriers For Young Math Talent
I met with Ilana Walder-Biesanz, the leader of National Math Stars, to discuss her innovative program that's changing the landscape of advanced mathematics education for exceptionally gifted children. Walder-Biesanz understands these students' challenges firsthand. Growing up in Portland, Oregon, she was six years ahead in mathematics and required a customized educational path. "My parents had to work a lot with schools, local colleges, and online math options to find ways to keep me challenged," she explains. This experience shaped her career path, which included engineering, tech product management, and nonprofit consulting before leading National Math Stars. Her leadership team brings impressive credentials to the organization, including former Teach for America instructors, experienced educators who have served as school principals and superintendents, nonprofit leaders, and experts with deep knowledge of advanced mathematics and STEM enrichment. "We're a combination of people who have experience in and care deeply about education, and people who have started and built things from the ground up," Walder-Biesanz noted. "We all have some background in science or mathematics, which helps us understand what these students need." National Math Stars was conceived by two philanthropic organizations, Carina Initiatives and Polynera Fund, in 2023. The funds had been supporting advanced math summer camps but noticed participants came from limited geographic and socioeconomic backgrounds. They invited Walder-Biesanz as an entrepreneur-in-residence to create a program that would identify and support mathematically gifted students from across the country, starting early and investing heavily in their development. National Math Stars isn't just finding mathematical talent—it's ensuring it doesn't get lost. The organization identifies students in second and third grade through school referrals or direct applications from parents (including homeschooling families). Most applicants find National Math Stars through their Awards Program, in which participating schools recognize their highest-achieving math students. They have already shipped more than 10,000 awards this year for students across Texas and the Midwest, partnering with over 2,000 elementary schools. "Partnering with National Math Stars has offered essential recognition to our top math students while also providing them with valuable academic experiences beyond the classroom. Many of these students and their families were unaware of their full mathematical potential. As a district, we are dedicated to providing resources and opportunities that will help these students reach their highest potential," shared Ellen Gay, specialist in gifted and talented education at Medina Valley School District, which participates in the Awards Program. Once admitted, students receive a decade-long commitment of support through high school. Starting with a pilot cohort of 12 students in 2023, National Math Stars has grown to serve 70 students, and will welcome over 100 more this summer. The program is comprehensive and personalized. Every student takes advanced math courses and participates in weekly small-group mentoring sessions with mathematicians, where they tackle challenging problems that spark their interest. Families receive a STEM budget for enrichment activities ranging from chess lessons to 3D printers, and the program fully funds one summer camp annually for each student. Family advisors serve as guides, helping parents navigate opportunities and advocate effectively within their schools for appropriate accommodations. They work with families to develop long-term visions for their children's development, providing continuity and purpose to their mathematical journey. The community aspect is equally important - National Math Stars organizes in-person welcome weekends, virtual events on topics from Pi Day activities to Rubik's cubing, and local gatherings where children meet peers with similar interests and abilities. These connections help to combat the isolation often experienced by exceptionally gifted students, allowing them to form friendships based on shared passions, and fostering a sense of belonging to a greater community. The parents of Holden, a Star in the 2024 cohort, shared: "Being part of the National Math Stars program has been an incredible experience for our family. It has given Holden a space where he can truly challenge himself, connect with like-minded peers who share his passion for mathematics, and grow both academically and personally. The mentorship and opportunities have pushed him to think in new ways, and it's been amazing to watch his confidence and excitement for math grow. As parents, we've realized that we are no longer navigating this journey alone.' National Math Stars aims to ensure parents of extraordinary young mathematicians are not alone - and that knowledge and finances are not a barrier to supporting their children's abilities. "There's a large distribution of extraordinary talent in the US," Walder-Biesanz explained, referencing Opportunity Insights' "Lost Einsteins" research, which found that while children with high third-grade math scores are more likely to become inventors, family income drastically affects outcomes. "Only a small proportion fully realizes their potential." When asked about frequent parental concerns that AI might make STEM careers obsolete, Walder-Biesanz remained confident: "Even with the rise of AI, mathematical problem-solving skills and the soft skills built around that—resilience, clear communication, collaboration—will be super valuable, whatever those careers are." When mathematical talent meets opportunity and support, the trajectory changes for both the student and society. National Math Stars is actively seeking school and district partners, especially in remote or lower-income areas within their target states, to refer their most mathematically talented students. They're also excited to connect with additional funders interested in supporting mathematical talent development. In a world where exceptional mathematical talent can often feel isolated and misunderstood, programs like National Math Stars stand apart—built by leaders who have walked this path themselves, they combine deep understanding of gifted children's unique needs with genuine care and intellectual rigor, creating environments where mathematical brilliance isn't just identified but nurtured and given every opportunity to reach its fullest expression.
Zawya
13-05-2025
- Science
- Zawya
Hamdan Bin Rashid Foundation participates in the International Congress for Gifted Education in Türkiye
Dubai, UAE: Hamdan Bin Rashid Al Maktoum Foundation for Medical and Educational Sciences took part in the 10th International Congress on Gifted and Talented Education, hosted by Dokuz Eylül University in Izmir, Türkiye, from 2 to 4 May 2025. The event gathered a distinguished group of scientists, education experts, and practitioners from around the world. Dr Mariam Al Ghawi, Director of Hamdan bin Rashid Al Maktoum Centre for Giftedness and Innovation, participated in a panel discussion held on the second day of the congress, during which she presented key highlights of the Foundation's efforts to foster learning environments that nurture talent and innovation. Her talk aligned with the Center's vision of building flexible, research-based educational systems that promote creative thinking and academic excellence among gifted students. Dr. Al Ghawi also outlined several flagship initiatives led by Hamdan Center for Giftedness and Innovation, including talent identification programs, the development of specialized enrichment modules, and the integration of artificial intelligence and advanced technologies to support personalized learning pathways. She further addressed the Center's strategic focus on international partnerships and the integration of scientific research into educational policy to drive sustainable impact at both national and regional levels. The session, moderated by Mr. Şevket Başer Kamahlı, Senior Specialist at the Turkish Ministry of National Education, witnessed strong engagement from attendees—particularly around topics such as embedding gifted education into national development strategies and balancing equity with excellence in education systems. About the Congress: The 10th International Conference on Gifted and Talented Education is recognized as one of the leading global academic forums in the field. The congress aims to explore the latest trends in gifted education and enhance the role of academic institutions in developing comprehensive strategies to identify and nurture exceptional student potential. Discussions also focused on the intersection of differentiated learning and educational equity, and the use of modern technologies to create stimulating learning environments. Significance of Participation: Dr. Al Ghawi emphasized that participating in such international forums offers valuable opportunities to share successful models and exchange insights with global institutions and experts. She noted that the Foundation's active presence reinforces the UAE's position as a global reference in gifted education and supports cross-border collaboration in educational research and development. The conference concluded with key recommendations to expand international cooperation, adopt more inclusive and adaptable educational models, and refine education policies to ensure excellence for all learners—highlighting the essential role of teachers, families, and technology in supporting gifted students.
