Text

Course syllabus - Giftedness in preschool and school: Characteristics, identification, and educational provisions

Scope

7.5 credits

Course code

OAU372

Valid from

Autumn semester 2025

Education level

Second cycle

Progressive Specialisation

A1N (Second cycle, has only first-cycle course/s as entry requirements)

School

School of Education, Culture and Communication

Ratified

2024-12-10

Literature lists

Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.

    • Ratified date: 2025-05-20
    • Latest update: 2025-06-30

    Articles

    Ardenlid, F; Lundqvist, J; Sund, L

    A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students

    URL: https://www.sciencedirect.com/science/article/pii/S2666374025000056

    International Journal of Education Research Open, 8.,

    Bailey, R; Pearce, G; et al.,

    A systematic review of interventions aimed at improving the educational achievement of pupils identified as gifted and talented

    URL: Link

    Borders, C; Woodley, S; Moore, E,

    "Inclusion and Giftedness", Gifted Education: Current Perspectives and Issues

    URL: Link

    (Advances in Special Education, Vol. 26), Emerald Group Publishing Limited, Bingley, pp. 127-146., 2014,

    Cohen, M.L,

    Simplicity in complex times: Six principles for teaching the gifted

    URL: Link

    Revista de Psicologia, 29(1), 131-151., 2011,

    Farah, Y.N; Chandler, K.L,

    Structured observation instruments assessing instructional practices with gifted and talented students: A review of the literature

    URL: Link

    The Gifted Child Quarterly, 62(3), 276–288, 2018,

    Freeman, J; Raffan, J; Warwick, I,

    Worldwide provision to develop gifts and talents

    URL: Link

    An international survey. Research report, 2010,

    Gagné, F,

    Implementing the DMGT’s Constructs of Giftedness and Talent: What, Why, and How?

    URL: Link

    Handbook of Giftedness and Talent Development in the Asia-Pacific (pp. 71-99). Springer Singapore, 2021,

    Gallagher, J.J,

    Gifted Education in the 21st Century

    URL: Link

    Gifted Education International, 16(2), 100–110, 2002,

    Jahnke, A,

    Särskilt begåvade elever 1.3. Organisatorisk och pedagogisk differentiering

    URL: Link

    (u.å),

    Laine, S; Tirri, K,

    How Finnish elementary school teachers meet the needs of their gifted students

    URL: Link

    High Ability Studies, 27(2), 49-164, 2016,

    Mossberg, F; Lundqvist, J; Sund, L,

    An international scoping review focused on gifted and talented children: Early identification and inclusive education

    URL: Link

    Journal of Childhood, Education & Society, 5(3), 407–423, 2024,

    Mönks, F.J; Ypenberg, I.H,

    Att se och möta begåvade barn: en vägledning för lärare och föräldrar

    Bokapitel om flerfaktormodellen (finns på Canvas)., 2009,

    Persson, R,

    Experiences of intellectually gifted students in an egalitarian and inclusive education system

    URL: Link

    Journal for the education of the gifted, 33(4), 536-569, 2010,

    Reis, S.M; Renzulli, S.J; Renzulli, J.S,

    Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity

    URL: Link

    Education Sciences, 11(10), 2021,

    Renzulli, J.S; Reis, S.M,

    The Three Ring Conceptions of Giftedness: A Change in Direction From Being Gifted to the Development of Gifted Behaviors

    URL: Link

    Conceptions of Giftedness and Talent (pp. 335-355). Palgrave Macmillan., 2021,

    Saranli, A.G,

    A different perspective to the early intervention applications during preschool period: Early enrichment for gifted children

    URL: Link

    TED EĞİTİM VE BİLİM, 42(190), 343-359., 2017,

    Tomlinson, C.A; Brighton, C; et al.,

    Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature

    URL: Link

    Journal for the Education of the Gifted, 27(2-3), 119-145, 2003,

    Walsh, R; Bowes, J; Sweller, N,

    Why would you say goodnight to the moon? Response of young intellectually gifted children to lower and higher order questions during storybook reading

    URL: Link

    Journal for the Education of the Gifted, 40(3), 220-246, 2017,

    Coleman, M,

    12 traits of giftedness

    URL: Link

    (u.å),

    Eget val av artikel från dagspress, ett reportage från media, bok eller en biografi i film- eller bokform som tar upp särskild begåvning eller motsvarande, till exempel höga förmågor och prestationer som sticker ut.

    Eget val av metodlitteratur avseende intervju och observation.

    Eget val av avhandling eller forskningsartikel.

    Eget val av kommunal eller lokal handlingsplan som beaktar särskild begåvning eller motsvarande.

    Notera. Delar av kurslitteraturen kan ersättas med liknande litteratur. Liknande litteratur ska väljas av studenten i samråd med kursansvarig.

Examination

SEM1, Seminar, 3 credits, active participation in seminar with presentation of assignment concerning to learning outcomes 3-5, grades Fail (U) or Pass (G).
INL1, Written assignment, 4.5 credits, written assignment concerning to learning outcomes 1, 2, 6 and 7, grades Fail (U) or Pass (G).

A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.

Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.

Grade

Two-grade scale