Teachers’ Conceptions of Giftedness and Special Needs of Gifted Students

Abstract

Teachers have an indispensible role in the education of gifted and talented students. Teachers should have a well-developed conception of giftedness and a full understanding of the characteristics and the special needs of gifted and talented students so that they can facilitate effective identification and education. In this qualitative study, ten teachers working in the USA public schools were interviewed to explore their conceptions of giftedness. A grounded theory methodology was used. The analysis yielded five categories: giftedness, problems, strategies, context, and responsibility. According to the relationships among these five categories, the core category giftedness emerged. Results related to each of these five categories are presented and supported by direct quotations from the participants.