Attitudes about gifted education among Irish educators. (3rd July 2018)

• Record Type: Journal Article
• Authors: Cross, Tracy L.; Cross, Jennifer Riedl; O'Reilly, Colm
• Is Part Of: High ability studies. Volume 29:Number 2(2018)
• Page Start: 169
• Page End: 189
• Publication Date: 2018-07-03
• Subjects: Teacher attitudes -- school leader attitudes -- acceleration -- differentiation; Gifted children -- Periodicals; Gifted persons -- Periodicals; Enfants surdoués -- Périodiques; Surdoués -- Périodiques; 153.98
• DOI: 10.1080/13598139.2018.1518775
• Languages: English
• ISSNs: 1359-8139

Abstract

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.