By: Hans Wanningen
Snapshot of the second day of seminars: the students are working on a case study about underperformance at school in gifted children. Assignment: use Gagné’s model of giftedness and your own case study to reflect on what we know, what we don’t know and what the follow-up steps should be.
In her subgroup, Stans introduces the case of seven-year-old ‘Ivo’. He is in group 4, has an IQ of 143, is struggling at school and regularly gets into arguments. His teachers are unable to give him the time and attention he needs. These are just a few of the many factors to consider. As the lecturer stresses, the only way to come up with a targeted solution is to take a careful and systematic approach.
It feels both familiar and new at the same time. Really unique!
Blind spot
As a remedial education expert and an internal supervisor, Stans Jetten (29) has spent years supporting children with special needs. Last October, she decided to hone her craft as a giftedness expert at Lijn83 and Invitare, two institutes for primary education. “I was shocked by how little support is out there for gifted children with learning and behavioural issues. From funding, instructions and facilities to awareness and understanding: there’s a huge shortage in every area. This is a major blind spot in both education and healthcare.
From my own experience in secondary school (VWO), I knew that being smart does not automatically mean being good at learning or at socialising. This target group needs a different approach. Some may crave more of a challenge. For these children, the challenge zone is ideal. You really see them blossom!”
Into the unknown
A challenge is exactly what awaits Stans now that she’s taken the plunge and committed to an 18-month study programme to become a RITHA specialist. “I figured if I’m going to do it, I might as well do it right and sign up for the best study programme of its kind in the Netherlands. The current education system isn’t doing these children any justice. We’re being guided too much by our feelings. I want to create a solid foundation built on knowledge. Does what we’re doing now make sense? Which proven and tested methods will have the biggest payoff? One of my main goals is to be able to explain to everyone involved why I do what I do.”
Working together
Stans also hopes the RITHA programme will help her expand her network. “I’m looking forward to exchanging knowledge and experiences and advancing the giftedness specialisation. In the near future, I plan to train school teams on how to work with gifted children. What experiences will my lecturers and fellow students bring to the table? What knowledge and evidence-based methods should I share with the teams? I have no doubt that RITHA will help me fill my toolbox with incredibly useful resources.”
The most valuable takeaway from this seminar for me is the importance of taking an integrated approach.
First impressions
Back to the seminar. Over the course of three days, Stans and her fellow students learn all about the study programme. Elective modules, supervision, working in subgroups, the online learning environment, the annual schedule: everything will be covered in detail.
“It’s all very insightful, but I think the main focus is on getting to know each other and our lecturers. We’ll also discuss giftedness in all its many facets; the literature has yet to offer a conclusive definition. Extremely differentiated models such as Gagné’s offer some guidance. As our case study meeting revealed, there are so many factors to take into account. The most valuable takeaway from this seminar for me is the importance of taking an integrated approach.”
Diverse yet close
Other first impressions? “I think the 16 of us will be a pretty close group, despite being relatively diverse. Most of us work in education; some in primary education, like me, and others in secondary education. Some are interns and others already work as giftedness experts. One student even flew in from Bonaire to attend the seminar, which says a lot about the level of motivation in this group.
The group is very diverse in terms of expertise and backgrounds. I can already tell we’re going to learn a lot from each other, not least because
we all share the same passion. We’re among like-minded people. Together with the lecturers, we are going to reframe our view on giftedness. Hopefully, this is something we can continue after the study programme as well!”
We're among likeminded people. Together with the lecturers, we are going to reframe our view on giftedness.
Blended learning
Another reason Stans signed up for RITHA is because 80% of the study programme is available online. For Stans, who works 40 hours a week providing advice and support at 17 schools, this comes as a relief. “I didn’t want to travel more than I already do, but I’m happy to study as much as I can in my free time. Blended learning gives me that opportunity.”
What does she think of the digital learning environment Brightspace? “My first thought was: wow! That’s a lot of buttons! But then I saw how
organised and structured it all was. Everything I needed for the seminar for example, was already clearly arranged by day. The checklists are also useful: you can tick off your completed assignments and reading tasks. You can even see the percentage of tasks you’ve completed so far.
Brightspace is also a great platform for sharing ideas, experiences and practical tips.”
Workplace learning
Stans is the only giftedness expert at the two institutions, which means there is no formal work supervisor. “But I have the full support of my supervisor, who sees the value of my specialisation. Her door is always open if I need help or want to bounce ideas around.
My appointment as giftedness expert will be expanded from eight to 16 hours in the near future. The extra ten hours a week for RITHA will be added to that. Most of this will initially be spent reading and writing, but I’ll gradually start to apply what I’ve learned in the workplace more frequently and share my experiences with the study programme. Science feeds practice and vice versa, which is exactly what workplace learning at RITHA was designed to do.”
Nothing else matters?
Will she be able to find time in her busy schedule for other things? Or will RITHA demand her full attention? “They made it pretty clear during the seminar: RITHA isn’t something you do on the side, although that sort of was my intention! If only for my horse Metallica. I’m at the stables pretty much every day to take care of him and often take him out for a ride while I’m there. Just the two of us and the fresh air, I love it! Those hours are priceless, and I wouldn’t give them up for anything. The way I see it is: RITHA and Metallica, nothing else matters.”
Dare to dream
While Stans does not have any concrete plans for the future, lately she has been considering a PhD track in her specialisation. “Sometimes I dream about starting my own school – a school that has the time and expertise to devote to this target group. It would definitely be a welcome addition to Noord-Limburg, where I live!”
