Team Mango We All Belong!
World Autism Awareness Day
In 2008, the United Nations General Assembly declared 2April as ‘World Autism Awareness Day,’ while many organisations have declared April as “Autism Awareness Month.” These campaigns were created to highlight the world’s need to help understand Autism. Inclusivity and respect are basic human rights and can lead to a society where children and adults with autism can lead their lives without stigma or discrimination.
Organisations run various events and fundraising throughout April to create awareness of Autism. You can Light it up Blue, Hoodie Up or participate in the Walk for Autism and so on. If you are interested in this, a quick internet search will help. Something that everyone can do is to learn about Autism and then consider how you too can embrace diversity and offer support to school members, community members and family members with Autism.
Raising Bright Sparks
Emeritus Professor Miraca Gross (GERRIC, UNSW) says that every child is a gift; every child, irrespective of ability levels has relative strengths and weaknesses; but not every child is gifted. Not everyone is comfortable with the term ‘gifted’; however Professor Françoys Gagné from the University of Quebec in Montreal helps us to understand what it means and how this relates to the dynamic of talent development. He explains, in his Differentiated Model of Giftedness and Talent (DMGT) that children may develop Natural Abilities within certain intellectual, creative, socioaffective and sensorimotor domains. When these abilities fall within the top ten percent of the general population, Gagné refers to these natural abilities as the ‘Gift’.
One of the critical aspects of DMGT is the Developmental Process which incorporates formal and informal leaning. Gagné maintains that it is necessary for children with Natural Abilities to go through this Developmental Process in order for their natural abilities to become Systematically Developed Skills, which he also refers to as ‘Talents’. These talents may be exhibited in a variety of fields such as academic, arts, business, leisure, sports and technology. Based on Gagné’s model, an individual can be gifted without being talented (because the talents have not developed), but cannot be talented without first being gifted.
Gagné believes that there are catalysts that can impact positively or negatively upon the Developmental Process. There are Intrapersonal Catalysts, such as temperament, personality traits, well-being, motivation, self-management, effort and emotions that influence the development of the child’s natural ability. This means that a student may show a natural ability with music and have the fine motor dexterity to play an instrument; however if the student does not enjoy music, is not motivated and will not expend effort in practice s/he will not develop a talent in music. Alternatively, a student who demonstrates an early natural aptitude with numbers, is interested in Mathematical concepts, is motivated and expends effort in learning this subject, a Mathematical talent will develop.
Similarly, Environmental Catalysts can have a positive or negative impact upon the development of talent. Environmental catalysts consist of cultural, social and family influences; the impact of parents and teachers; the provisions of school programs designed to enhance talent development, specific encounters, competitions and events. Gagné highlights the role of people, resources and opportunities in the student’s life. When a gifted student has parents who support the development of talent by communicating with teachers and providing additional opportunities for talent enhancing activities, talent will be nurtured. If the family, culture, peer group or school does not support the particular talent field, then development will not be enhanced.
Gagné explains there is a chance factor in which genetics a child inherits; an individual’s temperament; people encountered and the community in which the student is raised. He stresses that while chance plays a part, the development of talent is not a matter of “luck” but rather the dynamic that exists between the Natural Abilities, Intrapersonal and Environmental Catalysts and how this impacts upon the Developmental Process. The development of talent depends not only on natural ability but also what the family, school, culture and other students contribute to the developmental process.
© Michele Juratowitch michele@clearingskies.com.au
Focus of the Week
The Care Class focus delivered on Friday, is ‘Everyone Belongs’. Below are the routines and expectations that will be discussed during Care Class and will also be revised in the classrooms throughout Week 1 Term 2. Students will be learning about diversity, celebrating differences, including everyone as well as learning our school song “The Mango Hill Way”.
Students are encouraged to wear clothing from a group that they feel connected to, to show that they belong. This may be a sporting team, family, friendship group, or hobby that they participate in with others.
Of our Four Cares (Care for Self, Care for Others, Care for Learning, Care for our School Environment) learning about Respect and Belonging is about Caring for Others.
A fabulous book to read with your children is Whoever You Are by Mem Fox. Or alternatively you can view it here via this link: http://www.youtube.com/watch?v=cA0Gl_wjgRQ
Updates to the Administration of Medication in Schools
The Department of Education have implemented a new procedure for the Administration of Medication in schools starting Term 2, 2022. New forms are required to be completed for all students that require medication to be administered or self-administered.
Information for health practitioners and parents and carers can be found here.
Consent to administer medication can be found here.
Consent forms will need to be completed and returned to school before medication can be administered upon a student's return to school in Term 2.
As per current procedures all medication is required to have a Doctor's label and over the counter medications are required to have a letter from the prescribing health practitioner. If your child requires medication at a routine time (e.g. 11am every day), the pharmacy label attached to the medication provides the school with the instructions from the health practitioner needed to safely administer the medication. Please read the information for parents and carers provided and if needed provide a copy to your health practitioner to ensure the correct labelling is supplied.
Safety in the Carpark
A reminder that our children’s safety is our number one priority. When lining up to pick up your child in the afternoon at the Bonnet Parade Lookout area, please do not pull in the area where the witches hats are situated, especially close to the crossing as this impairs the view of the crossing supervisors. It is important to stay in line so we have an orderly pick up. Although it make take a few minutes longer, can you put a price on a child’s life. It is just not worth the risk to speed or cut in on others for the sake of saving a few minutes.
I would also like to remind parents to ensure students buckle up before driving off and babies and toddlers should be properly secured and supervised in the carpark.
