Jennifer Clegg 
Honorary Associate Professor, University of Nottingham, UK
Adjunct Professor, La Trobe University, Australia
Editor of Journal of Intellectual and Developmental Disability

Keynote Title: will be announce…

Bio: Jennifer is Adjunct Professor, La Trobe University, Melbourne, Australia, & Honorary Associate Professor, University of Nottingham, UK. Prior to her recent retirement she was also Hon. Consultant Clinical Psychologist managing the clinical psychology service to adults with ID in Nottinghamshire. Clinically, she supported adults with ID admitted to an acute Assessment and Treatment Service, the staff who worked with them, and wherever possible their families. She is a qualified family therapist with particular interest in attachment theory. She continues to write and lecture, and edits Journal Intellectual & Developmental Disability. Since history helps us to see how things could be other than they are, in addition to empirical research she has examined the history and ethics of practice. Recent publications include Clegg, J. & Bigby, C. (2017). Debates about dedifferentiation. Research and Practice in Intellectual and Developmental Disabilities, 4 (1): 80-97.Schuengel, C. Clegg, J. de Schipper J.C. & Kef,S. (2016). ‘Adult attachment and care staff functioning’ Ch8 in Fletcher, Flood & Hare (eds) Attachment in Intellectual Disabilities: A clinician’s guide to research and practice. Oxford: John Wiley; and Clegg, J.A. & Jones, J. (2015). ‘Intellectual disabilities: Expanding the field of vision.’ Ch17 in Oxford Handbook of Psychiatric Ethics vol 1. (Eds) Sadler, Fulford, van Staden, Oxford University Press: Oxford.

Prof. Dr. Dr. Albert Ziegler
Professor of Educational Psychology and Research on Excellence
Secretary General of International Research Association for Talent Development and Excellence (IRATDE)
Vice-President of the European Council for High Ability (ECHA)
Chairman of the European Talent Support Network (ETSN)
Director at the World Giftedness Center, Dubai, UAE
Editor-in-Chief of High Ability Studies (HAS)
University of Erlangen-Nuremberg

Keynote Title: “Exogenous and Endogenous Learning Resources and Their Significance for Talent Development”

Abstract: My presentation focuses on a simple question that has puzzled research almost 150 years: How can education help talents to live up to their potential? In the past, education focused predominantly on the talented individuals. However, within both research and practice, there has also long been a profound interest to not only identify talented individuals but also to identify what has been described as “gifted environments”, “smart contexts”, or “talent hotspots”. These concepts share the idea that not only do individuals differ in their potential to attain extraordinary accomplishments but also environments differ in their potential to make extraordinary accomplishments possible. Modern theories of talent development thus maintain that the target of gifted education is no longer the gifted individual, but the entirety consisting of the individual and her/his material, social, and informational environments. Such an entirety has been termed in the Actiotope Model of Giftedness an actiotope. The Actiotope Model of Giftedness subscribes to a learning resource-oriented approach for talent development. However, learning resources are located not only in the environment but also within the individual, thus making it necessary to devise a theory that encompasses both: exogenous learning resources outside the individual and endogenous learning resources within the individual. These resources serve two main functions: Endogenous learning resources are necessary to process and make full use of exogenous learning resources and they underlie effective actions. In the presentation, 1) a comprehensive categorization of learning resources is offered, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. 2) Twelve implications of a learning resource orientation for talent development are discussed in relation to four areas: educational objectives of talent development, talent identification, education principles, and learning resources management. 3) Some practical examples are given.

Bio: Albert Ziegler, PhD, is Chair Professor of Educational Psychology and Research on Excellence at the University of Erlangen-Nuremberg, Germany. He is the Founding Director of the Statewide Counseling and Research Center for the Gifted. He has published approximately 400 books, chapters and articles in the fields of talent development and educational psychology. He developed the Actiotope Model of Giftedness, which promotes a systemic conception of giftedness. In his research, his main interests are learning resources and effective learning environments, self-regulated learning, mentoring, and gifted identification. Presently, he serves as the Secretary General of the International Research Association for Talent Development and Excellence (IRATDE), as Vice-President of the European Council for High Ability (ECHA), and as Chairman of the European Talent Support Network (ETSN). He is Editor-in-Chief of High Ability Studies, the scholarly journal of ECHA. In 2017, he was appointed Director of the World Giftedness Center in Dubai.

Miguel Augusto Santos
Professor of Special Education, School of Education, Porto Polytechnic, Portugal
Expertise in Special Education, Educational Psychology, Developmental Psychology, Cognitive Psychology

Keynote Title: “Inclusion in Higher Education: State of the Art”

Abstract: In the final decades of the 20th century, following international statements as the Salamanca Declaration (1994), many countries implemented educational policies and practices inspired by an inclusive approach. Today, the increasing number of students with disabilities accessing higher education, all around the world, demonstrate the success of those initiatives. Nevertheless, many reports still describe a situation where exclusion and discrimination exist in higher education institutions, demonstrating the need for further research that may present the basis for a sustained change of policies and practices. Thus, this presentation will provide a review of the research currently developed worldwide about inclusion in higher education. It will be analyzed within a bio-ecological perspective, looking at the macro-, meso-, and microsystem factors associated with the educational and social success of students with disabilities. The results will be used to recommend lines of action that promote the quality of the experiences lived by persons with disabilities in higher education.

Bio: Ph.D. in Educational Psychology, University of Minho, Portugal. Professor at the Porto Polytechnic School of Education, in the Department of Special Education in Inclusion, since 1995. Member of the direction of the Center for Research and Innovation in Education (inED). Served as a member of the Portuguese national council for accreditation of teacher training (2014-18). Coordinated and participated in several European research projects (SMILE – Sign, Meaning and Identification: (deaf) Learners in Europe, WHAAM – Web Health Application for ADHD Monitoring, ACCESS – Access to Employment for Young Adults with Intellectual Disabilities, among others). Currently is the lead researcher in the project “Inclusion in Higher Education: from the guarantee of access to the promotion of success”.

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