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Gifted and talented students (Teacher attitudes towards and role in…
Gifted and talented students
Teacher attitudes towards and role in supporting gifted and talented students
many teachers hold a subconscious aversion to gifted and talented students
issue: many teachers connect gifted and talented students with lack of social aptitude, and socialising is often seen as more important than not wanting to study
impact: teachers failing to identify and therefore not accelerate appropriate children into gifted and talented programmes
significance of teacher-student relationship
example: when it comes to gifted and talented music students, there is a supportive, strong bond between the pair which can influence if the child goes on to a professional career in music
impact: shows that when there is understanding and recognition of gifted and talented students and their abilities by their teachers, creating a more positive learning environment
Exploring identifiers and perceptions of gifted and talented students
issue: gifted and talented students identified as arrogant, selfish, over-confident, independent, creative, highly motivated and able to persevere
impact: gifted and talented students as intellectual social misfits
impact: negative connotations, often labeling them as outsiders who lack social aptitude
issue: different view towards those gifted in music and sport vs. those academically gifted
example: as early humans those who were more physical and good at the arts were able to give more to the community
impact: music and sport seen as more social than academia, therefore intellectuals pushed to the social outer
Recognising and nurturing diversity among gifted and talented students and programmes
CLED students (culturally, linguistically, and ethically diverse) and their underrepresentation
issues: difficulties identifying CLED students as gifted and talented e.g. linguistic bias, communication style bias, cognitive style bias
impact: it is assumed that because there is failure to recognise the indicators of gifted and talented students in CLED students, there are few CLED students in gifted and talented programmes
impact: confusion as to who and what identifies as gifted and talented
impact: gifted and talented CLED students are not recognised and do not get the support they need
impact of socioeconomic status
issue: many teachers base their referral and placement of gifted and talented students into programmes on their socioeconomic status
example: low SES = less likely to be identified and put forward into gifted and talented programmes
high SES = more likely to be identified and put forward into gifted and talented programmes
impact: teachers expect more from those of a high socioeconomic status that of those from a lower socioeconomic status
Solutions and strategies to support gifted and talented students
teacher education
programmes in place for teacher professional and personal development
leads to a significant increase in positivity toward gifted and talented students
changing negative perspective about g+t students
more recognition and celebration of all areas of achievement, not just music and sporting success
allows for more understanding of gifted and talented students as individuals and not just a big group lumped together
awareness and recognition of lack of diversity
working to assess CLED students with instruments common to them and their culture as opposed to measuring them to (commonly Western) standardisations
putting aside socioeconomic status of a student and learning to identify beyond that label