Abstract
Gifted students require special services in schools that address their cognitive, physical, language, emotional, social, and academic needs. This study, therefore, investigates the extent to which gifted education is implemented in Private Primary Schools (PPS) in Hadhramout district in the Republic of Yemen from the perspective of schoolteachers. A descriptive quantitative approach was employed with data collected via a structured questionnaire developed by the researchers. This consisted of 36 items covering five domains: Identification of Gifted Students (IGS), Curriculum Materials (CM), Staff Development (SD), Evaluation of Gifted Students’ Performance (EGSP), and Evaluation of Services of Gifted Students (ESGS). In this district, there were 60 PPS with 1500 teachers and more than 20,000 students from grade 1 to 9. The sample consisted of 300 teachers (Female = 171 and Male = 129). The results revealed that the extent of implementation of four domains, namely IGS, CM, EGSP, and ESGS, was at a low level. However, the extent of implementation of the SD domain was at an average level. Therefore, the overall extent of implementation of gifted education was low. This leads to two major recommendations. Firstly, PPS should focus on the implementation of gifted education to meet the needs of gifted students. Secondly, more robust research is required to investigate the implementation of gifted education in both private and public schools.
Highlights
The issue of gifted education has recently been at the forefront of educational debates (Friel, 2015; Erwin & Worrell, 2012)
In the Republic of Yemen, one of the countries located in the Arabian Peninsula, gifted education has been a relatively new initiative in the country for the past 15 years and various gifted education programmes have been implemented in government schools in five governorates (Jarwan, 2005)
The results were classified into descriptive statistics relating to demographic characteristics and inferential statistics relating to the variables
Summary
The issue of gifted education has recently been at the forefront of educational debates (Friel, 2015; Erwin & Worrell, 2012). Gifted students need to be identified; this requires professionals who understand issues relating to giftedness, the wishes of such children, their desire for connection, their search for meaning, and their sensitivity, complexity, and intensity (Böttger & Reid, 2015). The core mission of education is to ensure that the educational needs of all students are met so that their potential can be fully developed (Wong, 2002). Gifted students need special education that addresses their extraordinary abilities and intelligence (Sumida, 2010). Without a deliberate search for the gifted and the provision of sensitive school programmes for gifted students (including underachievers), it will not be possible to provide successful and fair education for all gifted individuals. Private schools have implemented several gifted programmes to meet their students’ needs. Limited research has been conducted to evaluate the effectiveness of these programmes
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