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.
|Publication status||Published - Sep 2019|
|Event||UKFIET: The Education and Development Forum Conference : Inclusive Education Systems: Futures, Fallacies and Finance - Oxford University, Oxford , United Kingdom|
Duration: 17 Sep 2019 → 19 Sep 2019
|Conference||UKFIET: The Education and Development Forum Conference|
|Period||17/09/19 → 19/09/19|