Abstract
We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1–3) in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structured focus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.
Highlights
We report the findings of a qualitative study to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted
Each principal invited two teachers who were actively involved as classroom teachers in the Foundation Phase (Grades 1-3) in their respective schools to join the project as research participants
Inclusive education and the learner who is gifted The data indicated that the teachers were familiar with the notion of inclusive education but held divergent views on how to define it
Summary
We report the findings of a qualitative study to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Key role-players in mainstream primary schools were targeted as research participants as the majority of gifted learners are being educated in mainstream public schools in South Africa. The study was based on the premise that the perceptions of principals and teachers regarding education for gifted learners needed attention before clear guidelines for their optimal education could be formulated (De Villiers, 2010). Social and education concerns in a country impact on how potential and achievement are perceived (Winstanley, 2006). The perception of significant role-players in education regarding gifted education will be entangled with the drastic transformation that has taken place in
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