About GiftEd

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 GiftEd was established to assist schools meet the needs of their gifted students, through teacher education and program development.  Our services will also help schools comply with relevant mandated government legislation.

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Sue Luus is the Founder and Director for GiftEd. She is a dedicated educator with over 25 years international and local experience. She has worked in Catholic, State and Independent School systems in South Africa, New Zealand and Australia.

After completing an initial teaching degree in South Africa, Sue completed eight years of Special Education training and ran multi-aged classes for students with various learning disabilities.

Sue has a double MEd, specialising in Gifted Education.

Sue’s experience includes:

  • Developing and delivering extension classes and workshops for gifted students
  • Establishing and running ‘pull-out Gifted Education programs for students identified as being gifted for a cluster of 3 schools, including full curriculum development
  • Curriculum Differentiation and Development for gifted withdrawal programs
  • Parent liaison/support and Parent Information evenings/seminars
  • Lead Teacher for a one-day-school model
  • Individual Education Plans/Individual Learning Plans (IEP’s/ILP’s)
  • Providing Identification and Assessment services to identify or confirm giftedness (Schlosson and Ravens Progressive Matrices)
  • Professional Development course, seminars and workshops in Gifted Education
  • Delivery of the DEST/DEEWR ‘Gifted and Talented Education – Professional Development Package for Teachers’ modules
  • Presenter at national and international conferences
  • SENG liaison

Research interests: adolescence, curriculum, literacy, social and emotional aspects of giftedness, underachievement.

Publications:

  • Luus, S. K., & Watters, J. (2012).  Gifted early adolescents’ negotiating identity: A case study of self-presentation theory. Australasian Journal of Gifted Education, 21 (2)
  • Luus, S. (2014). Gifted individual learning plans. TLN Journal. 21 (2)