Identifying and catering for gifted learners in an inclusive classroom: A means of reducing delinquency, school drop out rate and increasing national development in Nigeria

Abstract

A regular classroom contains a diverse group of learners. Learners with very divergent characteristics sometimes. Classroom activities should be planned in such a way that every learner‟s needs are provided for and every learner is guided towards achieving his maximum potential. Failure to do so may lead some learners into delinquent behaviors and some may even drop out. Classroom activities seem to be planned with the average learners and the learning disadvantaged in mind. Most times learning facilitators do not factor in the needs of gifted children when planning classroom activities. It is believed that 6% of students in the public school are gifted. This percentage of students have the capacity to impact positively on national development if their gifts are identified and maximized. However, this seems not to be the case. Only the gifted students who find their way into specialized gifted schools have the privilege of having their gifts developed. The program for selection of students into gifted programs seems to be flawed in climes where statistics exist. To the extent that minority groups and low-income groups seem to be discriminated from assessing gifted programs. The researcher‟s position regarding this situation is that every school prepares for the gifted child as well while selecting and designing learning experiences. That every classroom facilitator be equipped to identify and to cater the needs of the gifted child within the normal inclusive classroom in order that no child‟s gift is ignored. Teacher‟s training programs should include training for identification and catering for gifted children. This will also reduce the rate of delinquency and school drop out that results from boredom of gifted children who are under-challenged and contribute to national development. This paper covers the following areas: Introduction, theoretical framework, the concept of giftedness in the classroom, characteristics of gifted learners, Giftedness as a means for reducing delinquency, school dropout rate and achieving national development, identifying gifted learners, meeting the needs of the gifted child in an inclusive classroom, and conclusion.