Inclusive education: is it inclusive of gifted students' needs?

Research output: Contribution to conferenceAbstract

Abstract

Research published in the field of gifted education often addresses the educational, social and emotional needs of gifted students, teacher knowledge, attitudes and beliefs, and instructional practices such as acceleration and curriculum differentiation. However, the voices of gifted students from inclusive settings are not often included in the literature. Are gifted students’ needs being met in inclusive classrooms so that they can reach their full potential? This aim of this phenomenological qualitative study was to capture the voices of academically gifted students regarding their experiences in inclusive settings in Australian schools. The results from this study provide valuable insight for teachers as well as implications for policy and instructional practices regarding inclusive education provision. This presentation will seek to promote discussion regarding whether inclusive education truly does cater for all students, or whether it is missing the mark for gifted students.

Conference

ConferenceUKFIET: The Education and Development Forum Conference
Abbreviated titleUKFIET
CountryUnited Kingdom
CityOxford
Period17/09/1919/09/19
Internet address

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education
student
student teacher
curriculum
classroom
teacher
school
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Cite this

Scarparolo, G. (2019). Inclusive education: is it inclusive of gifted students' needs?. Abstract from UKFIET: The Education and Development Forum Conference , Oxford , United Kingdom.
Scarparolo, Gemma. / Inclusive education: is it inclusive of gifted students' needs?. Abstract from UKFIET: The Education and Development Forum Conference , Oxford , United Kingdom.
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abstract = "Research published in the field of gifted education often addresses the educational, social and emotional needs of gifted students, teacher knowledge, attitudes and beliefs, and instructional practices such as acceleration and curriculum differentiation. However, the voices of gifted students from inclusive settings are not often included in the literature. Are gifted students’ needs being met in inclusive classrooms so that they can reach their full potential? This aim of this phenomenological qualitative study was to capture the voices of academically gifted students regarding their experiences in inclusive settings in Australian schools. The results from this study provide valuable insight for teachers as well as implications for policy and instructional practices regarding inclusive education provision. This presentation will seek to promote discussion regarding whether inclusive education truly does cater for all students, or whether it is missing the mark for gifted students.",
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year = "2019",
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note = "UKFIET: The Education and Development Forum Conference : Inclusive Education Systems: Futures, Fallacies and Finance, UKFIET ; Conference date: 17-09-2019 Through 19-09-2019",
url = "https://www.ukfiet.org/conference/conference-2019-inclusive-education-systems-futures-fallacies-and-finance/",

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Scarparolo, G 2019, 'Inclusive education: is it inclusive of gifted students' needs?' UKFIET: The Education and Development Forum Conference , Oxford , United Kingdom, 17/09/19 - 19/09/19, .

Inclusive education: is it inclusive of gifted students' needs? / Scarparolo, Gemma.

2019. Abstract from UKFIET: The Education and Development Forum Conference , Oxford , United Kingdom.

Research output: Contribution to conferenceAbstract

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T1 - Inclusive education: is it inclusive of gifted students' needs?

AU - Scarparolo, Gemma

PY - 2019/9

Y1 - 2019/9

N2 - Research published in the field of gifted education often addresses the educational, social and emotional needs of gifted students, teacher knowledge, attitudes and beliefs, and instructional practices such as acceleration and curriculum differentiation. However, the voices of gifted students from inclusive settings are not often included in the literature. Are gifted students’ needs being met in inclusive classrooms so that they can reach their full potential? This aim of this phenomenological qualitative study was to capture the voices of academically gifted students regarding their experiences in inclusive settings in Australian schools. The results from this study provide valuable insight for teachers as well as implications for policy and instructional practices regarding inclusive education provision. This presentation will seek to promote discussion regarding whether inclusive education truly does cater for all students, or whether it is missing the mark for gifted students.

AB - Research published in the field of gifted education often addresses the educational, social and emotional needs of gifted students, teacher knowledge, attitudes and beliefs, and instructional practices such as acceleration and curriculum differentiation. However, the voices of gifted students from inclusive settings are not often included in the literature. Are gifted students’ needs being met in inclusive classrooms so that they can reach their full potential? This aim of this phenomenological qualitative study was to capture the voices of academically gifted students regarding their experiences in inclusive settings in Australian schools. The results from this study provide valuable insight for teachers as well as implications for policy and instructional practices regarding inclusive education provision. This presentation will seek to promote discussion regarding whether inclusive education truly does cater for all students, or whether it is missing the mark for gifted students.

M3 - Abstract

ER -

Scarparolo G. Inclusive education: is it inclusive of gifted students' needs?. 2019. Abstract from UKFIET: The Education and Development Forum Conference , Oxford , United Kingdom.