Registration and Call for Abstracts open
The “Registration” and “Submission Guidelines” pages opened on January 15, 2024.
Registration
https://apcg-japan2024.org/registration/
Submission Guidelines
https://apcg-japan2024.org/submission-guidelines/
The “Registration” and “Submission Guidelines” pages opened on January 15, 2024.
Registration
https://apcg-japan2024.org/registration/
Submission Guidelines
https://apcg-japan2024.org/submission-guidelines/
The new project of supporting the gifted students has started by the Japan Ministry of Education (MEXT) in 2023. This is based on the 2022 Report published by the Council for Teaching and Supporting Gifted Students, of which I was among the members. The project aims to address difficulties of gifted students in and outside of school. In Japan, “gifted students” cannot be selected on a uniform standard. Students with giftedness and/or disabilities should be included in the classroom, where every student’s “individualized optimal learning” support and “collaborative learning” opportunities are guaranteed. The “2e” (twice-exceptional) students have both giftedness and disabilities, and the “GDF” (gifted with discordant feelings) students have difficulties caused by their giftedness. Both of those types of “gifted students experiencing difficulty” are supposed to exist in almost every regular classroom. This recognition is indispensable for providing appropriate support for them.
Nobutaka Matsumura, Ph.D., is a Professor Emeritus of educational psychology at Kansai University in Osaka. His research interests focus on the education of gifted and twice-exceptional (2e) students. He is the author of the 2021 book Introduction to Gifted and 2e Education: Addressing the Developmental Diversity of the Gifted written in Japanese. Dr. Matsumura was a visiting researcher in 1992 and 2003 to work with Dr. Joseph Renzulli at the University of Connecticut. He was a former Delegate of Japan for the World Council of Gifted and Talented Children (WCGTC).
SEM（全校拡充モデル）は、ギフテッド教育の権威ジョセフ・レンズーリ教授とサリー・リース教授によって研究開発された学校に導入する個別化・個性化教育のカリキュラムモデルです。知久は、このSEMの中心的要素である拡充三つ組モデルを学校外の場所でも実践できるよう調整し「おうちSEM」として実践しています。このワークショップでは、このおうちSEMのエッセンスを体験できます。SEM・おうちSEMでは、生徒の興味関心をとても重視していますが、この興味関心が、才能伸長だけにはとどまらず、社会的、心理的な効果も発揮することを紹介します。また、ギフテッド教育でも重要といわれている21世紀型スキルの高度な思考力や創造性の学校外での伸ばしかたについても、実習を通して学びます。
The Schoolwide Enrichment Model (SEM), developed by Dr. Joseph Renzulli and Dr. Sally Reis, leaders in gifted education, provides enriched learning experiences and higher learning standards for all students. Using an infusion-based methodology, the SEM offers personalized learning experiences that consider the skills and talents, interests, learning preferences, and modes of expression of each individual learner. For homeschooling, Chiku modified the Enrichment Triad Model, the central component of SEM, to make it applicable outside of the classroom. You will get a glimpse of this “Ouchi SEM” or “SEM at home” in this interactive workshop. We will also clarify that by focusing on their interests, children show growth in their social and emotional development in addition to their talent.
SEM specialist。コネチカット大学ニアグ教育大学院 教育心理学 「ギフテッドネス、クリエイティビティ、タレント・ディベロップメント（才能伸長）」修士号取得。SEM（全校拡充モデル）を研究開発したジョセフ・レンズーリ教授らのもとで、SEMについて専門的に学修。家庭で実践できる拡充三つ組モデル「おうちSEM」を考案し、すべての子どもたちの才能・情熱伸長教育を推進。おうちSEMを主軸とした学び場「おうちSEM SQUARES」を共同運営。
Mai Chiku is a SEM specialist. She earned her Master of Arts degree in Educational Psychology with an emphasis in Giftedness, Creativity, and Talent Development at the University of Connecticut. Chiku has modified Dr. Joseph Renzulli’s Enrichment Triad Model and given it the term “Ouchi SEM” to make it easier for homeschoolers to work on investigative Type III projects at home. She is currently an instructor at Ouchi SEM SQUARES.
The concept of neurodiversity emphasizes the natural variations in human brain functioning, encompassing a wide range of cognitive, emotional, and social abilities. This keynote will explore the biological and developmental underpinnings of neurodiversity, with a particular focus on giftedness. Recent advancements in genetics, neuroscience, and developmental neurobiology using animal models have shed light on the intricate interplay between genetic predispositions, prenatal and early life environments, transgenerational inheritance and their influence on the development of diverse behaviors. We will delve into the genetic and epigenetic factors that contribute to neurodiversity, highlighting how variations in specific genes and epigenetic modifications can influence cognitive abilities, potentially including exceptional talents and giftedness. Furthermore, this talk will examine the recent rise in neurodevelopmental disorders and their underlying mechanisms. By understanding the complex interaction between biology and environment, we can better appreciate the origins of neurodiversity and the unique strengths associated with giftedness.
Noriko Osumi is Vice President at Tohoku University, Director of Tohoku University Library, and Professor at Tohoku University Graduate School of Medicine. Her lab’s ongoing projects include investigating the molecular mechanisms of brain development and neurodevelopmental disorders, as well as their sex differences, using animal models. She is particularly interested in the regulatory mechanisms governing the transgenerational effects of paternal aging on offspring behavior. Dr. Osumi graduated from Tokyo Medical & Dental University, where she obtained her dental license and received her PhD in developmental biology. She began her academic career as an Assistant Professor at Tokyo Medical & Dental University and later served as a Group Leader at the National Institute of Neuroscience. In 1998, she became a full professor at Tohoku University. Prof. Osumi actively contributes to numerous academic, governmental and international committees. In 2022, she was awarded the Science and Technology Prize of the Commendation for Science and Technology by the MEXT, recognizing her efforts to promote the understanding of science and technology and encourage female students to pursue science-related careers.
The potential for giftedness in students who are twice exceptional often go unrecognized by well-meaning educators who focus on their challenges without recognizing the strengths that these students possess. It is important that educators implement strategies that address their unique needs and develop their strengths and talents. This paradigm shift changes the focus from their challenges and instead highlights their motivation, perseverance, and resilience; those innate qualities that make them so very special.
C. Matthew Fugate, Ph. D., is Provost and Chief Academic Officer at Bridges Graduate School of Cognitive Diversity in Education. He received his doctorate in Gifted, Creative, and Talented Studies from Purdue University. His research interests include twice-exceptional students and students from underrepresented populations. He has presented to audiences nationally and internationally on a variety of topics including twice exceptionality, creativity, and culturally responsive practice in gifted education. Matthew is the President of the Texas Association for Gifted and Talented (TAGT) and has held a variety of leadership roles in the National Association for Gifted Children (NAGC). He has received the NAGC Early Leader Award, the Dr. Marcia L. Gentry Special Populations Early Career Award from the NAGC Special Populations Network, and named one of Variations magazine’s “22 People to Watch in the Neurodiversity Movement”. Matthew serves as the Associate Editor of Teaching for High Potential and has published several articles, book chapters, and books related to his work.
To identify and nurture gifted and talented students in Korea, specialized gifted classes and schools have been established, ranging from elementary to high school levels. However, it is evident that the majority of students enrolled in these programs come from middle or upper-class backgrounds. Consequently, gifted students who are economically and culturally marginalized face significant barriers in accessing these educational opportunities.
In response to this disparity, the Korean government has initiated various educational programs aimed at supporting students from underprivileged backgrounds who lack sufficient opportunities to realize their potential through educational intervention program. This presentation will provide an overview of Korean gifted education and examine two prominent programs: the KAIST Science Outreach Program (KSOP) and the Gifted-Up Project. These programs are specifically designed to assist gifted students from economically disadvantaged backgrounds. The discussion will focus on the selection processes, educational content, outcomes, and the educational significance of these programs. In addition, this presentation examines how gifted education for all can be realized and provides insight into supporting all gifted students in reaching their full potential, regardless of their socioeconomic circumstances.
Dr. Jiyoung Ryu is the Director of the Gifted Education Policy Center at the Global Institute for Talented Education (GIFTED) at the Korea Advanced Institute of Science and Technology (KAIST). She earned her doctorate in Gifted Education from Teachers College, Columbia University. Since 2009, Dr. Ryu has developed and managed educational programs for gifted students from underprivileged backgrounds at KAIST. Additionally, she has led various government founded research projects focused on gifted education. Dr. Ryu has presented numerous papers at both domestic and international conferences and publishing in academic journals on topics related to gifted education. Her research interests focus on the psychological and emotional adjustment of gifted individuals, as well as the education of gifted students from economically disadvantaged backgrounds. Currently, Dr. Ryu collaborates closely with the Korean government on gifted education policy. She also serves as the Vice President of the Korea Society of Gifted, and the delegate of Korea at the Asia-Pacific Federation on Giftedness.
In the 21st century, full of the interactive media, now we can create our own “something” based on our diversified likes and characters. “Create” and “Connect” are the 2C keys in today’s world, and it should be important for all the people to “play” and “tinker” with various new things and “dig deeper” the world with the philosophical points of view as well. Especially with rapidly growing AI, we should integrate digital & analog cross-cultural communications with various humans in the world and AIs. In this talk, I would introduce various STEAM projects, and the steAm Library Playground examples, as well as the talents needed or grown through STEAM, and my own views about how we could prepare the environment where people feel like inventing something. Also, I would present EXPO2025 “Jellyfish Pavilion”, which I produce as a thematic project producer, to see the tremendous possibilities for, especially Japanese people, to change our culture to be more open and welcoming for the new challenges to come.
Sachiko Nakajima is a musician, a mathematics researcher, and a STEAM Educator. She is also CEO of steAm, Inc.,the representative director of steAm BAND Association and a thematic project producer of Expo 2025, Osaka, Kansai, Japan. She also serves as a STEM Girls Ambassador, Cabinet Office, and project researcher of Graduate School of Mathematical Sciences The University of Tokyo. She won the gold medal as the first Japanese woman in the International Mathematical Olympiad. She passionately conducts research on art and technology as well as music, mathematics, and education.
Gifted students in most countries spend the majority of their schooling within regular classrooms with teachers of varying levels of competence in the issues of gifted education. Who the teacher is and what their attitudes and orientations towards gifted are arguably make big differences in the education experiences of the gifted. Therefore, in this workshop, we focus on the competencies needed for teachers of the gifted in regular classroom and how these can be trained within a general teacher education curriculum. Using active methods, we delve into both personal experiences and theoretical viewpoints and share ideas on how the topic of giftedness can be incorporated into teacher education programs. To foster a successful dialogue, both researchers and practitioners (teachers) are highly welcome to participate.
Erkki Lassila, PhD, is an assistant professor at the Graduate School of Human Development and Environment at Kobe University, where he chairs Teacher Education Research. Originally from Finland (University of Oulu), he has been a research student at Hokkaido University (2013–2016) and a visiting researcher at Ehime University (2020–2021). His research focuses on teacher’s work as relational and emotional practice in different sociocultural contexts, comparative perspectives in education and gifted education as a challenge to mainstream education and teacher thinking. His current project focuses on identifying culturally appropriate theoretical and practical models for educating Japanese teachers about gifted education. He is a country delegate of Japan for the Asia-Pacific Federation on Giftedness (APFG).
Emergency remote teaching (ERT) is a temporary shift in instructional delivery modes due to a crisis (Hodges et al., 2020), such as the proliferation of online learning experiences offered in response to the pandemic in 2020. In most cases, the courses designed did not address standards for online course design, nor did they specifically address the needs of gifted students. Although pandemic-era ERT has ended, many poorly designed courses are still offered. In this session, participants will learn about best practices for online course design based on the needs of gifted students, Universal Design for Learning (UDL), and industry standards for the development of online courses. Using examples from a program for advanced learners, the session will highlight online course components that address gifted students’ characteristics deliberately. Participants will review various online learning standards as a framework for providing a quality online learning experience. Attendees will also learn about the principles of UDL, “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2018); these principles lend themselves to differentiation for gifted students. Through use of these frameworks, the presenter will share how to use quality course design to differentiate effectively for gifted students.
Kimberley L. Chandler, Ph.D., is the Director of Curriculum for the Center for Talented Youth at Johns Hopkins University in Baltimore, Maryland, where she supervises professional learning and curriculum development for online and face-to-face courses. Her professional background includes teaching gifted students in a variety of settings, serving as a central office administrator supervising school district gifted education/enrichment programs and managing federal grants, and providing professional development training for teachers and administrators nationally and internationally. Kimberley is the co-editor (with Jaime Castellano) of the 2022 book Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education. She has also served as the editor and contributing author of many curriculum materials from the Center for Gifted Education at William and Mary. She has served as Guest Editor of Journal for the Education of the Gifted (JEG) for special issues focusing on international issues in gifted education and learning resources.
Psychological science places enormous importance to the area of socio-emotional development of young school going children. In the global educational scenario, and especially after a prolonged pandemic, schools are facing challenges towards balancing the academic and psychological development of their students. Additionally, students with gifts and talents (SWGT) in such classrooms are perhaps at greater risk of socio-emotional neglect or trauma resulting from a myriad of environmental factors, not meeting growth facilitation needs and detachment or exclusion from their peers. On the other hand, research also suggests that SWGT are somewhat more resilient and are significantly better in psychosocial adjustment when compared to the normative group. The role of peers in the socio-emotional development of every child needs to be more researched and acknowledged. In this workshop we will together explore the importance of the issue to better understand it and address it both in the home and the classroom.
Dr Roy is a gifted education expert from India who has researched and published on the subject in international publications on Gifted and Science Education. She has been involved in two cross nation studies conducted by University of Erlangen- Nuremberg, Germany and Centre for Gifted Youth (CTY) Ireland and School of William and Mary, Virginia, USA. She has presented her work on conceptions of giftedness at various national and international forums. She was a joint convener of India’s “First International Conference of Gifted Minds” India, 2014. She is a member of the European Council of High Ability (ECHA), American Psychological Association (APA), and the APFG. She has been an international referee for the Asia Pacific Forum for the Science Talented (APFST) from 2016-2019 and has presented her work in several international meetings and conferences in Austria, China, Germany, Hungary, Ireland, Taiwan, Thailand and Croatia.
In my presentation, I will give an overview of talent development in STEMM (science, technology, engineering, mathematics, and the medical sciences). This process spans interest development, skill acquisition, and excellence and may eventually culminate in style formation and innovation, when individual contributions reshape or transform a field. During talent development, (online) mentoring and (global) networking play an important role. After outlining which individuals are particularly suitable as mentors at different stages of talent development and which distinct mentoring roles they take on, I will describe what needs to be considered when planning mentoring programs and what role networking plays during different stages of talent development. Finally, I will present online mentoring programs that promote STEMM talent development in different stages of talent development and whose effectiveness has been tested in extensive accompanying research.
Heidrun Stoeger, PhD, is a full professor at the University of Regensburg and holds the Chair of School Research, School Development, and Evaluation. She also has an honorary professorship at the Pontificia Universidad Católica del Perú (Lima). Prof. Dr. Stoeger directs several major grant-funded research projects about developing diagnostic tools to optimally support learners in different talent domains, talent development in STEMM, teacher training to improve students’ learning strategies, and the role of fine motor skills in cognitive and academic development. She has over 250 publications and advises various governmental organizations and foundations in different countries about implementing effective research-based educational services.
The effectiveness of talent development is modified by chance, such as being in the right place at the right time or having family members in the desired field. Beyond chance, both personal and environmental factors can inhibit or enhance the likelihood of achieving personal goals. This session will synthesize what is known from the talent development literature about domain trajectories in science and performing arts, including the role of abilities, opportunities, psychosocial skills, and insider knowledge. Learning to take advantage of personal, environmental, and even chance factors empowers young people – and those of us who support them – to plan for optimal outcomes.
Rena F. Subotnik PhD serves as Research Associate at the Academic Talent Development Program, University of California, Berkeley, Graduate School of Education. She is co-author of the Megamodel, appearing in publications such as Scientific American, Scientific American Mind, Annals of the New York Academy of Sciences, Frontiers in Psychology, Psychological Science in the Public Interest, and the Annual Review of Psychology. Rena has been awarded grants from the U.S. Center for Disease Control and Prevention, the National Science Foundation, the Institute of Education Sciences, the Dreyfus Foundation, the American Psychological Foundation, and the U.S. Department of Education to support her projects. She is delighted to be a returning speaker at APCG.
Developing the Global Principles for Professional Learning in Gifted Education was an initiative of the World Council for Gifted and Talented Children during my time as president of the organization. These principles can guide individuals as they make decisions regarding best practices, policies, and directions for the future of gifted education and talent development. The document can provide support for advocates and practitioners as well as direct next steps when initiating and implementing principles. The document can be useful for decision-makers at all levels.
Julia Link Roberts is the Mahurin Professor of Gifted Studies at Western Kentucky University. She is the Executive Director of The Center for Gifted Studies and The Gatton Academy of Mathematics and Science. Dr. Roberts is past president of the World Council for Gifted and Talented Children. She is currently the chair of the Kentucky Advisory Council for Gifted and Talented Education, the legislative chair of the Kentucky Association for Gifted Education, and a board member of The Association for the Gifted (a division of The Council for Exceptional Children). She is author/editor of seven books as well as numerous chapters and journal articles. Dr. Roberts directs programming for children and young people in the summer.
