PEGY aims to reduce the isolation often felt by profoundly and exceptionally gifted
children and their parents by facilitating contact between them, to share experiences
and find mutual support. PEGY also aims to bring together teachers, both those who
have experience with this population and those who are coming across them for the
first time, so that research - based best practice can be shared.
Provision for gifted children as a whole in schools is improving daily, but Government
policy is focused upon a broad spectrum of children falling in the top 2%, 5% or
even 10% of the school population.
Yet this fails to acknowledge that there are degrees of giftedness, and that real
and significant differences exist between children who are moderately or highly gifted,
and those who are exceptionally or even profoundly gifted. This policy results in
exceptionally and profoundly gifted children being denied an educational provision
appropriate to their abilities. Research shows that the consequences of inappropriate
education can include social and emotional problems and squandered potential.
PEGY aims to speak for these children, to persuade Government and educational bodies
to think more radically about their educational provision, and to instigate high
quality research about these children within the UK.
Research suggests that there are over 1000 profoundly and exceptionally gifted children
between the ages of 5 and 18 in the UK (i.e. those in the top 0.01%, with an IQ of
around 160 or above).
Do you, or does a young person you know, fit into this category? Before assuming
not, please read Identification. Few tests in common use can measure this high.
If you like what you see on our website, and want to join us or to find out more,
please contact us.
School of Education, University of New England, Armidale NSW, Australia.
Formerly professor of education at Oxford Brookes University where his post included
leading the Institute's research developments in gifted education through the Research
Centre for Able Pupils
Professor Geake’s research interests are the neuroscience of high intelligence and
creativity, nonlinear dynamical modelling of brain functioning, and the implications
of cognitive neuroscience generally for pedagogy and curriculum.