Introduction:
Gifted education requires specific attention to ensure that these individuals receive learning opportunities that meet their unique needs. However, deep-rooted attitudes of students, teachers, and parents can influence the implementation of educational programs aimed at these groups. This study investigates the attitudes of these groups in secondary schools in Slovenia, with the aim of understanding the challenges and perceptions regarding gifted education.
Methods:
The study included 1,020 students from four secondary schools, 84 teachers and 306 parents. Data collection used an adapted version of the Gagné and Nadeau questionnaire on attitudes towards gifted children, containing 27 items on a Likert scale and one open-ended question. The analysis was performed using descriptive and inferential statistics to identify differences between the groups, complemented by qualitative analysis of the open-ended responses.
Results:
Overall, participants demonstrated neutral to slightly positive attitudes toward gifted education. The analysis revealed significant differences between the groups, with teachers and parents being more favorable to differentiated education than students. There was also recognition of the need for specific support, although there was a predominant perception that curricular adaptations should consider the social and emotional aspects of adolescents. Participants expressed concern about the labeling and social exclusion of gifted children, as well as limitations in the educational system, such as lack of financial resources and training for teachers.
Discussion:
The study points to the need for more coordinated strategies in gifted education in Slovenia, including increased teacher training and resources for curriculum adaptation. Promoting an inclusive approach, focusing on the principle of challenge rather than overload, was suggested as essential to meet the needs of this group. The role of teachers as supportive agents and the impact of their attitudes on shaping a positive educational environment were widely discussed.
Conclusion:
Although gifted education is recognized as essential for social development, significant barriers remain, such as stereotypes, inequality in access to resources, and a lack of consistent national strategies. This study reinforces the importance of policy and educational initiatives that promote a systematic and inclusive approach to maximizing the potential of gifted students in Slovenia.
Keywords: giftedness, educational attitudes, differentiated education, inclusion, talent development.
Reference :
Juriševič, M., & Žerak, U. (2019). Attitudes towards gifted students and their education in the Slovenian context. Psychology in Russia: State of the Art, 12(4), 101–117. https://doi.org/10.11621/pir.2019.0406
