Gagné's DMGT and underachievers: the need for an alternative inclusive gifted model

Mimi Wellisch

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Most Australian education departments' gifted policies are guided by Gagné's Differentiated Model of Giftedness and Talent (DMGT; Gagné, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that its application relates specifically to gifted achievers. This renders gifted underachievers, including those who may have environmentally acquired socio-emotional problems (e.g., due to poor attachment and maternal depression), without a legitimate claim for identification or without an appropriate educational pathway. An expanded conception of underachievement is proposed, and a revised Model of Inclusive Gifted Identification and Progression (Wellisch & Brown, 2012) is reviewed and recommended as a replacement.

    Original languageEnglish
    Pages (from-to)18-30
    Number of pages13
    JournalAustralasian Journal of Gifted Education
    Volume25
    Issue number1
    DOIs
    Publication statusPublished - 1 Jun 2016

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