Parallel Session Proceedings »
4.4.10 Regular Classroom Teachers' Perception of Gifted Learners
Gifted learners have a wide range of characteristics and do not always display the same traits. As a result of their unique abilities, teachers often fail to recognise and meet their needs adequately. These learners in the regular classrooms are often taught by teachers with different attitudes and are grouped with peers of other interests (Marumo & Mhlolo, 2017). Gifted learners, when properly supported throughout their education system, have the potential to contribute in the development of societies. Therefore, teachers' support is necessary to provide the appropriate conditions for the education of the gifted. In uncovering the potential of the gifted learners and establishing appropriate support, it is important to raise awareness among teachers. This would assist in promoting positive attitudes towards the support of differentiated education to gifted learners. The aim of this study was to examine the perception of regular classroom teachers towards the education of gifted learners.
The study used a mixed methodology approach in examining the perception of regular classroom teachers towards gifted learners. Structured questionnaires and semi-structured interview in mixed method allow the researcher to generate confirmatory results regardless of differences in data collection methods (Harris & Brown, 2010). A total of 19 grade 10 high school teachers participated in the study. The participants completed the questionnaires at their schools, and in case of the absent teachers, the questionnaires were left to school administrators. The findings showed mixed results, with both positive and negative attitudes towards gifted learners. These mixed results are similar to views expressed from respondents in previous studies (Allodi & Rydelius, 2008; Lassig, 2009; McCoach & Siegle, 2007; Perković Krijan, Jurčec, & Borić, 2015; Watts, 2006). Therefore, the study recommend that administrators in the Department of Education resolve the obstacles associated with inclusive education so that exclusive education (special classes for gifted learners) can be applied for gifted learners as a permanent solution to meet their needs. The special classes for gifted learners approach can provide both special gifted programming based on high knowledge and skills of gifted programme teachers, and also opportunities for gifted learners to interact with regular learners in ways that can be mutually and socially enriching.