Document Type

Article

Department/Program

Education

Pub Date

2018

Abstract

In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, a potential challenge for the provision of services. A majority of classroom teachers did not perceive they had access to specialists to assist them in providing for their high ability students’ needs. Comments from respondents indicate they would like to provide services, but lack the time, training, and resources to do so. Educators appear to be receptive to expanding gifted education in Ireland, but the survey results suggest a need for greater communication between school leaders and teachers, along with professional development on appropriate provisions.

DOI

https://doi.org/10.1080/13598139.2018.1518775

Journal Title

High Ability Studies

Volume

29

Issue

2

Journal Article URL

https://www.tandfonline.com/doi/abs/10.1080/13598139.2018.1518775?journalCode=chas20

First Page

169

Publisher Statement

This version is the accepted, post-print version of the article.

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