Abstract
The aim of this research is to determine how Finnish elementary school teachers meet the needs of gifted students in regular classroom settings. In a survey of 202 teachers, the participants described their gifted education practices. The descriptions were analyzed using deductive-oriented content analysis. The results showed that, with gifted students, the teachers mainly differentiated the assignments and materials, and also fostered independent learning. The findings highlight the fact that whether gifted students’ needs are met and how depends upon the teacher. Teachers need more education in how to support gifted students more effectively and in differentiating teaching for the gifted. In this process, teacher education and in-service education have crucial roles.
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