Experiences of Intellectually Gifted Students in an Egalitarian and Inclusive Educational System: A Survey Study

Persson, Roland S.

doi:10.1177/016235321003300405

Cited by 40 publications

(46 citation statements)

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“…Persson (2010), who had conducted research on gifted students in his homeland, Sweden, where the concept of "giftedness" does not exist in the general, egalitarian system, has come to a similar conclusion: "primary school appeared to be a hostile environment […]" (p. 536). Person's study was done on Mensa's members:…”

Section: The Gifted Disabled Child In a Gifted Classmentioning

confidence: 99%

The Gifted Disabled Student in the Regular and the Special Classroom

Hine

2015

ILSHS

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The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.

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Section: The Gifted Disabled Child In a Gifted Classmentioning

confidence: 99%

The Gifted Disabled Student in the Regular and the Special Classroom

Hine

2015

ILSHS

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“…Person (2010) showed with both quantitative and qualitative data that for many high ability students schools are -hostile environments‖. By way of illustration, some of the quotes provided in Person's study from high ability students include -I usually knew more than most others and was bullied for it‖; -being a deviant, it was easy to become an outcast‖; and -I was harassed and bullied for the most part during the entire duration of school‖ (p. 551).…”

Section: Introductionmentioning

confidence: 99%

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Martín

Blumen

et al. 2016

AN PSICOL-SPAIN

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Título: Orientaciones motivacionales de los estudiantes de alto rendimiento como mediadoras de una percepción positiva por parte de sus compañeros: resultados de un estudio transnacional. Resumen: El propósito de este estudio es explorar si las motivaciones de alto logro influencian las percepciones de los alumnos sobre un futuro compañero de clase ficticio que se caracteriza por tener un alto rendimiento; y si es así de qué modo ocurre. La muestra final consistió en 396 alumnos de alto rendimiento que fueron seleccionados de un total de 1794 alumnos de séptimo y decimo grado de cinco países: Australia, Perú, Corea del sur, España y Vietnam. Se llevaron a cabo una serie de modelos de regresión por pasos sucesivos para probar la hipótesis de que las percepciones positivas sobre un compañero de alto rendimiento podrían estar mediadas por el enfoque motivacional, pero no por la orientación a la evitación del trabajo. La hipótesis fue confirmada en su generalidad. Las metas orientadas al manejo del aprendizaje y las orientadas al alto rendimiento predijeron percepciones positivas de la habilidad intelectual, cualidades sociales y popularidad entre los compañeros del alumno de alto rendimiento, mientras que las metas de evitación del trabajo no obtuvieron correlaciones significativas. Sin embargo, se dieron algunas excepciones esporádicas entre los participantes de Vietnam, Corea del sur y Perú. Palabras clave: Orientación motivacional, alto rendimiento, diferencias entre países. Abstract:The purpose of this study was to explore whether and in what ways high-achieving school students' motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 highest achieving students out of a sample from 1794 seventh and tenth graders from five countries: Australia, Peru, South Korea, Spain, and Vietnam. A series of stepwise regression models were used to test the hypothesis that positive perceptions of a highachieving classmate might be mediated by an approach motivation, but not by an avoidance motivational orientation. The hypothesis was generally confirmed. Learning goal orientation and performance approach motivation predicted positive perceptions of a high-achieving classmate's intellectual ability, social qualities and popularity among peers, whereas a performance avoidance orientation was usually uncorrelated. However, sporadic exceptions have been found among the participants from Vietnam, South Korea, and Peru.

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“…Interestingly, in a retrospective Swedish study, 92% of gifted adults reported primary school to be the most challenging time in their schooling (Persson, 2010). Therefore, the gifted child's vulnerability increases when there is a weak fit with their environment.…”

Section: Researching the Vulnerable Gifted Childmentioning

confidence: 99%

“…This may lead to boredom and underachievement with routine tasks as noted in the study undertaken by Persson (2010) in which children reported giving up in response to their boredom rather than a preoccupation or high level of involvement with interests, tasks, materials, and questions which was achieved through placement in an appropriate environment (Colangelo, Assouline, & Gross, 2004;Eddles-Hirsch, Vialle, Rogers, & McCormick, 2010;Kulik, 1992). Therefore, they ruminate over thoughts of interest and look for and enjoy the complexities of the world.…”

Section: Highly Perceptivementioning

confidence: 99%

“…However, a negative outcome noted within the current study was the children's boredom experienced due to the pace of the class. In a retrospective study undertaken by Persson (2010) through an internet survey with 287 members of the Swedish branch of Mensa; it was found that primary school was the most difficult time for 92% of participants. Difficulties reported included; being punished for working too quickly or deviating from the teacher's preferred method of calculations, only rewarding the weaker students' efforts, being perceived as a threat to the teacher, underachieving in an effort to fit in socially, being used as an assistant in the classroom, peer alienation and bullying.…”

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The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Experiences of Intellectually Gifted Students in an Egalitarian and Inclusive Educational System: A Survey Study

Cited by 40 publications

References 23 publications

The Gifted Disabled Student in the Regular and the Special Classroom

The Gifted Disabled Student in the Regular and the Special Classroom

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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