Mei-Fang Chen received her Ph.D. in the area of educational psychology from National Taiwan Normal University. She is a professor at Department of Special Education at National Taiwan Normal University. She has participated in gifted education for more than 40 years. During these years, she was a junior high school teacher for 3 years; she has been a consultant of government; she has been on editorial board of many journals, including gifted education, special education, and general education. She has done research across a broad range of topics including talent development, differentiated instruction, reading and writing. For the past 3 years, she has been playing a key role in establishing a national affective curriculum guide of gifted and talented students in Taiwan. Her current research interests are social and emotional issues of gifted and talented students.
Educational Program for Gifted/Talented Students in Taiwan: Program Implementation and Evaluation
In Taiwan, the gifted education is implemented under the regulation of The Special Education Act. The criteria of identification and the options of placement are both clearly defined in the Act. Most gifted students in senior high schools are placed in centralized gifted education classes. The program options for elementary and junior high school gifted students include pull out resource room programs, holiday enrichment programs, school-based enrichment programs, and acceleration programs. According to The Special Education Act, local government should appraise the school on education implementation outcome, and central government should appraise the local government every three years. The appraised items and obtained data should be announced. Program evaluation has been considered an important, but neglected, component in the field of gifted education. In this presentation, I will introduce some examples of gifted program evaluation in Taiwan. The data are collected from government document, statistics data from government website, and evidence from research findings. The challenges of programs evaluation in gifted education will also be presented