Giftedness as a framework of inclusive education

Abstract

As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.

Environmental Factors for the Advancement of Teachers’ Self-Efficacy in Professional Development

“…We also created a beginning point for the adoption of the enhancement of self-efficacy via an EIS. In the guidance of our results, the enriched educational opportunities ( Lo et al 2022 ) and considering the teachers’ own needs ( Peters et al 2020 ) helps to improve self-efficacy. In conclusion, the EIS has shown the potential to offer a new path regarding how a school can shape its own atmosphere in a smart context ( Plucker et al 2021 ).…”

“…Therefore, the new paradigm in giftedness may enable improving teacher effectiveness by making teacher’s professional development more intelligent (i.e., gifted). This renewed perspective refers to a process of enriched educational opportunities that suit the students’ learning potential and needs ( Lo et al 2022 ), which may also offer a new way for individuals—including teachers—to meet their own needs ( Peters et al 2020 ). Considering complicated and real-world difficulties, the concept of giftedness has been moving from smart people to smart contexts ( Plucker et al 2021 ).…”

“…In line with this theory, socio-ecological models ( Bronfenbrenner 1979 ; McLeroy et al 1988 ) can provide a framework for a better understand the ecological background of teachers’ professional development and make the process more gifted. This novel idea centers on a process of enriched educational opportunities for individuals ( Lo et al 2022 ). One way to enrich educational opportunities is to focus on teachers’ implicit theories of intelligence ( Davidson and Kemp 2011 ) and teachers’ self-efficacy ( Komarraju and Nadler 2013 ; Macakova and Wood 2022 ).…”

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

“…On the basis of these characteristics, high-achieving students are a group of students requiring differentiated learning opportunities because of their advanced abilities in different aspects such as the academic domain (Little et al, 2014;Reis et al, 2021;Siegle et al, 2014). This is vital because these students are heterogeneous in terms of their learning and developmental trajectories (Subotnik et al, 2011(Subotnik et al, , 2021, hence the need for DI to optimize their academic potentials has been well documented (Anditya et al, 2017;Johnsen, 2021;Lo et al, 2021;Renzulli, 2012;Rogers, 2007;VanTassel-Baska et al, 2021).…”

“…As a result, the need to provide relevant education for academically high-achieving learners is gaining recognition around the world to achieve both equity in education and assurance of national economic prosperity, because proper nurturing of gifted and talented individuals has the potential to make society's future innovators, creative thinkers, leaders, and creative performers (Renzulli, 2012; Subotnik et al, 2011). As such, like any other student cohorts, the exceptional abilities of academically gifted and talented students should be embraced and fostered accordingly by providing them with meaningful learning opportunities (Hammerschmidt, 2016; Lo et al, 2021). To achieve this goal, concerted efforts among key education stakeholders to address the academic needs of these learners have been a focus of the educational reforms in different countries.…”