Teacher Practices When Supporting Gifted Learners in Inclusive Classrooms

This paper explores teachers preferred instructional practices for supporting gifted and high-ability learners in inclusive classrooms, based on activities completed within online professional learning modules. First, it examines commonly used instructional and affective strategies in primary and secondary schools, along with teachers' rationale for employing them. The paper then discusses teachers' concerns and misconceptions, drawn from participant responses, regarding mixed-ability grouping, peer isolation, and twice-exceptionality among gifted and high-ability students. Finally, case studies of teachers' experiences with supporting high-ability learners will be shared to lend a personal perspective. The paper will also share recommendations for adapting instructional practices in diverse learning environments and suggest directions for future research on differentiated instruction to effectively support gifted learners in inclusive settings.