A study on determining the needs of gifted individuals based on parental views
Ensuring that gifted individuals receive differentiated and enhanced education, which is suitable for their areas of skills and developmental characteristics, will contribute to revealing their skills and developing their multiple developmental areas to bring them to upper levels. The purpose of this study is to determine the needs of gifted individuals by developing a curriculum which considers their educational needs. In the scope of this study, interviews were made with ten parents using the Snowball Sapling Method. The questionnaires used in the interviews were prepared in a semi-structured manner in light of variables determined from the literature on the subject . Interviews were made by two researchers. The two researchers assessed data obtained separately; and thus, codes of study were obtained. Themes were formed according to common components of the codes. Three main themes were formed on needs analysed in light of data obtained from the literature on the topic. These themes were “Characteristics of Gifted Individuals”; “School and Expectations from It”; and “Being Parents of Gifted Individuals”. These themes were separated into sub-themes.The parents explained “different behaviour patterns of their gifted children”, “characteristic of their children” and “situations their gifted children like/do not like” in the “Characteristics of Gifted Individuals” theme.The “School and Expectations from It” theme consisted of two sub-themes, which were “satisfaction of parents with school”, and “expectations of parents from school”. In the “Being Parents of Gifted Individuals” theme, the parents explained, “their concerns ”, “their regrets”, “the difficulties they have with their children”, and “their complaints”. Results of this study led to initialising a curriculum development study for gifted children which is based on their characteristics and needs.
CCEA, (2006). A report for the Council of Curriculum Examinations and Assessment: Gifted and talented children in the classroom. Retrieved: October 9, 2015, from http://www.ncca.ie/uploadedfiles/publications/gifted%20and%2 0talented%20children.pdf
Chitwood, D. G. (1989). Guiding parents seeking testing, Roeper Review, 8(3), 177-179.
Cramond, B. (2004). Can we, should we, need we agree on a definition of giftedness?, Roeper Review, 27, 15–17, doi:10.1080/02783190409554282.
Davis, G. A., & Rimm, S. (1998). Educational of the Gifted and Talented. (4.rd Ed.). Boston, MA: Allyn and Bacon.
Ekinci, A. (2002). İlköğretim okullarının üstün yetenekli çocukların eğitimine elverişlilik düzeyi ile ilgili öğretmen görüşlerinin değerlendirilmesi (Batman ili örneği). [Evaluation of teachers' views on the level of educational availability of gifted children in primary schools (Batman province example)]. Dicle University, Institute of Social Sciences Educational Sciences Department of Education, Department of Educational Administration and Inspection Planning and Economics, Unpublished Master Thesis.
Flint, L. J. (2001). Challenges of identifying and serving gifted children with DEHB. Teaching Expectional Children, 33(4), 62-69.
Jones, T. W. (2013). Equally cursed and blessed: do gifted and talented children experience poorer mental health and psychological well-being?. Educational & Child Psychology, 30, 2, 44-66.
Kulik, J. A., & Kulik, C-L. C. (1997). Ability Grouping. In N. Colangelo, & G. A. Davis (eds.). Handbook of gifted educational (2.nd Ed.). (pp. 230-242). Boston, MA: Allyn & Bacon
Kurup, A., Chandra, A. ve Binoy, V. V. (2015). ‘Little minds dreaming big science’: are we really promoting ‘children gifted in STEM’ in India?. Current Science, 108, 5, 779-781.
Lajoie, S. P. and Shore, B. M. (1981). Three myths: The overrepresentation of the gifted among dropouts, delinquents and suicides. Gifted Child Quarterly, 25, 138-142.
Hayes, M. L and Sloat, R. S. (1989). Gifted students at risk for suicide. Roeber Review, 12, 102-106
McClain, M-C. And Pfeiffer, S. (2012). Identification of gifted students in the united states today: a look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59–88.
Olszewski-Kubilus, P., Subotnik, R. F. ve Worrell, F. C. (2015). Conceptualizations of giftedness and the development of talent: Implications for counselors. Journal of Counseling & Development, 93, 143-152.
Özkan, N. (2009). Üstün zekâlı-üstün yetenekli çocukların eğitiminde okulun, öğretmenin ve ailenin yeri. [The place of the school, the teacher and the family in the education of gifted-gifted children]. Beykent University Graduate School of Social Sciences Department of Business Administration Department of Educational Administration and Supervision. Unpublished Master Thesis.
Renzulli, J. S. ve Renzulli, S. R. (2010). The schoolwide enrichment model: a focus on student strengths and interests. Gifted Education Intemational, 26, 140-157.
Roedell, W. C. (1986). Socioemotional vulnerabilities of young gifted children. Journal of Children in Contemporary Society, 18, 17-29.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria. VA: Association for Supervision and Curriculum Development.
Stephens, K. (2008). Applicable federal and state policy, law, and legal considerations in gifted education. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (pp. 387–408). New York, NY: Springer. doi:10.1007/978-0-387-74401-8 20.
Stephens, K., and Karnes, F. A. (2000). State definitions for the gifted and talented revisited. Exceptional Children, 66, 219–238.
Sayler, M. F., and Brookshire, W.K. (1993). Social, emotional, and behavioral adjustment of accelerated students, students in gifted classes, and regular students in eighth grade. Gifed Child Quarterly, 37, 150-154.
Üstün Yetenekliler ve Eğitimleri Komisyon Raporu (2004). Üstün yetenekli çocuklar seçilmiş makaleler kitabı,Çocuk Vakfı Yayınları [Commission Report regarding The Gifted and Their Training] (pp. 127-154). Istanbul. Retrieved from: http://www.ustunyeteneklicocuk.org/pdf/kitaplar/SecilmisMakaleler.pdf
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: strategies and techniques every teacher can use to meet the academic needs of gifted and talented. Minneapolis. MN: Free Spirit Publishing.
Copyright (c) 2017 Eda Gürlen, Meltem Yurtçu, Sevgi Turan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.