This post explains how to start an NZAGC-style support group for families of gifted children. It outlines aims, meeting formats, activities, member fees, funding, networking and promotion strategies, and steps for growing into a formal branch, with practical suggestions on meetings, outreach, speakers, and training.
Explains how Māori whakatauki (proverbs) reflect cultural values and social expectations, illustrating meanings with several sayings. The post argues that understanding past perspectives and collective values—such as humility, shared success, and leadership—can inform contemporary views on giftedness and community roles across societies.
A portrait of giftedness as a quirky, intense presence who embraces individuality yet feels vulnerable. Gifted individuals stand out rather than blend, maintain close ties with talent and ability, and use humour to connect—while sometimes fearing an impostor hidden beneath their unusual exterior.
Psychologist Rose Blackett outlines strategies for identifying twice-exceptional (2E) students, advising oral assessment, scribes, extended time, non-verbal screening like Raven’s Matrices, and attention to short-answer performance. She urges educators to recognize hidden disabilities that mask giftedness and to adapt assessments accordingly.
Rose Blackett outlines Māori perspectives on giftedness, drawing on Bevan-Brown (2011). She lists eight cultural components and recommends culturally appropriate identification, family partnerships, and educator training. Blackett urges inclusive gifted programmes that value diverse cultural strengths and promote gifted learners’ development and service to others.
This article examines efforts in New Zealand to define and measure creativity within classrooms, describing a Talent Development Initiative that used multiple identification tools and observation profiles. It discusses socio-cultural influences, trial results favoring certain scales, and the complex, evolving relationship between creativity and giftedness.
