{"id":42357,"date":"2024-09-30T11:46:41","date_gmt":"2024-09-30T10:46:41","guid":{"rendered":"https:\/\/potentialplusuk.org\/?p=42357"},"modified":"2024-12-02T14:34:08","modified_gmt":"2024-12-02T14:34:08","slug":"thoughts-from-the-echa-high-ability-conference-2024","status":"publish","type":"post","link":"https:\/\/potentialplusuk.org\/index.php\/2024\/09\/30\/thoughts-from-the-echa-high-ability-conference-2024\/","title":{"rendered":"Thoughts from the ECHA High Ability Conference, 2024"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text css=””]Staff from Potential Plus UK were delighted to take part in this summer\u2019s ECHA<\/a> conference in Greece. The European Council for High Ability (ECHA) acts as a communications network, promoting the exchange of information among teachers, researchers, psychologists, supporting organisations and all people interested in high ability. Taking part in conferences like this (thanks to generous sponsors) enables Potential Plus UK to be part of a wider network, sharing the work we undertake in the UK and learning from others through multiple workshops and talks, looking at gifted education, identification, barriers and practice in different parts of the world.<\/p>\n

It was great to listen to keynote speeches covering wide-ranging topics: tools for equitable and inclusive identification by Amy Shelton from John Hopkins University; talent development and successful provision planning by Del Siegle, from the University of Connecticut; and a comprehensive overview of how the field of gifted education has changed in the past three decades by Colm O\u2019Reilly from the Irish Centre for Talented Youth, Dublin. Franzis Preckel, a professor of giftedness research and education at the University of Trier, Germany, provided a useful framework on talent development, which explained how potential develops during a lifetime, including spotting those \u2018late bloomers\u2019 who can be missed when measures of intelligence, such as early achievement and IQ, are used. While Eleftheria-Sofia Gonida, professor of educational psychology and human development at Aristotle University of Thessaloniki, offered a great talk highlighting the importance of motivation in self-regulated learning, how this is part of a virtuous circle and how a range of motivational pathways can help to reverse underachievement.<\/p>\n

Three of Potential Plus UK\u2019s staff members \u2013 Julie Taplin<\/strong>, our outgoing Chief Executive; Natalie Jensen<\/strong>, our Advice and Services Manager; and Andrea Anguera<\/strong>, our Assessment Services Manager – were invited to present talks and take part in panels.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/2″][vc_empty_space height=”20″][vc_single_image image=”42361″ img_size=”full” alignment=”center” style=”vc_box_rounded” css=””][\/vc_column][vc_column width=”1\/2″][vc_column_text css=””]In \u201cA Model of the Parent\/Caregiver Journey<\/em>\u201d, Julie Taplin<\/strong> provided information on Potential Plus UK\u2019s current work developing a model of the journey parents take when trying to access support for their child. Once mapped as a linear process, from wondering about their child, to seeking information, to needing support, to gaining knowledge and to then helping to support others \u2013 our model shows that there is much more of a circular process to the parent\u2019s journey, as children with high learning potential reach a new stage of their lives or education and parents return for more information and support. Understanding this can help us to develop services which support families even better. Julie also presented on a panel looking at how schools and families can partner to meet the needs of high ability children.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]Natalie Jensen\u2019s<\/strong> talk was about \u201cSupporting Parents of Gifted Children in the UK: Insight and Intervention<\/em>\u201d. Our advice service offers personalised support to parents of children with high learning potential. Based on analysis of Potential Plus UK\u2019s advice service 2023-2024, her talk illuminated the key challenges faced by parents currently raising children and young people with high learning potential in the UK and explored what professional support is necessary in the present educational climate. Research showed that meeting the socioemotional needs of gifted children is as important as nurturing their academic talents \u2013 themes commonly occurring included: mental health; support for children with additional needs, like ADHD, autism, dyslexia, dyscalculia, sensory issues; and struggles securing adequate support and resources from schools for all children with high learning potential; while perfectionism and\/or asynchronous development were stress factors discussed in 20% of all advice calls. We hope to share Natalie\u2019s talk, research and recommendations in full in a future blog.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”1\/2″][vc_single_image image=”42364″ img_size=”full” alignment=”center” style=”vc_box_rounded” css=””][\/vc_column][vc_column width=”1\/2″][vc_column_text css=””]Andrea Anguera<\/strong> presented \u201cIdentifying and Supporting High Ability in the UK Through an Assessment Service<\/em>\u201d. Potential Plus UK offers a number of assessments of high learning potential, providing a holistic assessment that uses both qualitative and quantitative data to understand a child\u2019s needs. Andrea presented a quantitative analysis of data from our assessments \u2013 looking at the scores children achieved and the kind of recommendations that were shared in their reports in 2021-2022.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]This analysis proved to be particularly significant in understanding the needs of children with dual or multiple exceptionality (DME). It showed that children with DME were those most underserved by education services \u2013 they were underdiagnosed (29% of children assessed were referred on for further diagnosis); had behavioural challenges; and disliked or refused to go to school. 68% of all children assessed that year had executive function challenges and the majority of children assessed during that year had sensory issues. Andrea offered several recommendations based on this analysis:<\/p>\n