Universal Journal of Educational Research Vol. 10(7), pp. 459 - 469
DOI: 10.13189/ujer.2022.100704
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Teachers' Attitude towards the Gifted Students in Inclusive Settings

Esra Kaskaloglu-Almulla ^*
Bahrain Teachers College, University of Bahrain, Sakhir, Kingdom of Bahrain

ABSTRACT

Gifted children have naturally possessed extraordinary intellectual abilities. Identifying and developing them is a challenging task for the teachers. Teachers' role is crucial in the learning and education of gifted children. Besides training, skills, experience and expertise, teachers need to have certain attitudes towards gifted children, understanding their unique needs in the context of other students performing at an average aptitude. The present research aims at finding and analyzing the perceptions of teachers towards gifted students. The study aims to identify gaps in the training and understanding of educators in congruence with how they can better assist gifted students. The study surveyed private and government schools in the Kingdom of Bahrain utilizing a quantitative methodology. Four hundred and ten teachers took part in the survey, however only 400 returned all necessary documentation to be included. The study's findings stated that teachers' positive approach, competence, and ways of perceiving gifted children impact the students' overall growth, potentially even inhibiting their educational advancement. Educators approaching gifted students positively can aid in this, but overall, it was asserted that in many cases, educators simply do not possess the appropriate training and may approach students incorrectly. For example, they may view a gifted student as troublesome. The student is not necessarily a problem student, but rather has become bored with simplified curriculum and has begun acting out, indicating many educators do not know how to identify a gifted student. They may be equally poor at teaching one as well. Research limitations included the number of respondents, which was low for the vastness of this topic. Practically speaking, Implications of the research ensure more specialized training is necessary for educators to identify, view, and educate gifted students appropriately. Social implications suggest the more gifted students an educator cannot accommodate, the more we deprive future generations of their potential genius.

KEYWORDS
Differentiation, Gifted Education, Inclusive Classrooms, Teacher Attitude and Perception

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Esra Kaskaloglu-Almulla , "Teachers' Attitude towards the Gifted Students in Inclusive Settings," Universal Journal of Educational Research, Vol. 10, No. 7, pp. 459 - 469, 2022. DOI: 10.13189/ujer.2022.100704.

(b). APA Format:
Esra Kaskaloglu-Almulla (2022). Teachers' Attitude towards the Gifted Students in Inclusive Settings. Universal Journal of Educational Research, 10(7), 459 - 469. DOI: 10.13189/ujer.2022.100704.