Identification of the academic differences of gifted children from the perspective of parents: needs assessment for differentiation

The identification of the developmental characteristics of gifted students, determination of their educational needs, and preparation of educational programs based on the acquired findings are essential. This study aims to ascertain to what extent parents of gifted children define their children's developmental characteristics, identify the challenges they face, and assess their thoughts regarding their educational needs. A qualitative research method was employed in the study, utilizing a phenomenological design. The study group consisted of 252 parents newly enrolled in a Science and Art Center (BİLSEM) where gifted students take supportive education located in Istanbul, Turkiye. Data for the study were obtained through interviews, using a semi-structured form developed by the researcher in accordance with the research design. According to the findings, participating parents indicated that their gifted children learn faster and think more quickly compared to their peers. They also noted that gifted children excel in self-expression, demonstrate creative thinking, and achieve high academic success in mathematics and science courses. Furthermore, parents expressed the need for their gifted children to receive education in technology, science, and mathematics fields, as well as in foreign languages, arts, and robotics-coding.

Keywords:

Gifted students, Program Development, Gifted parents’ perspectives Differentiation,

PDF

___

Afat, N. (2013). Testing the effectiveness of parenting education programs developed for parents of gifted children. Doctoral Dissertation. Istanbul University, Institute of Social Sciences, Istanbul.
Akarsu, F. (2004). Gifted individuals. Selected Articles from the Turkish Congress on Gifted Children, (127-154). Istanbul: Çocuk Vakfı Yayınları.
Aktamış, H., & Ergin, Ö. (2006). Science education and creativity. Dokuz Eylül University Journal of Education, 20, 77- 83.
Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.
Clark, B. (1997). Growing up gifted. developing the potential of children at home and at school. (5th ed.). New Jersey: Merrill, an imprint of Prentice Hall.
Csikszentmihalyi, M., Rathunde, K., & Whâlen, S. (1993). Talented teenagers. Cambridge, England: Cambridge University Press.
Çamdeviren, Ş. (2014). Difficulties encountered by parents of gifted children attending science and art centers (BILSEM): The example of Sakarya. Master's thesis, Sakarya University, Institute of Education Sciences, Department of Education Programs and Teaching, Adapazarı.
Dangel, H. L., & Walker, J. J. (1991). An assessment of the needs of parents of gifted students for parent education programs. Roeper Review, 14, 40-41.
Davaslıgil, Ü. (1990). Acquiring the quality of being gifted. Journal of Education and Science, 82, 62-67.
Davaslıgil, Ü. (2000). Parent education for children with special abilities, MEB Special Education Counseling and Consultancy Services General Directorate. Symposium on Parent Education in Special Education (pp.142-148). Ankara.
Davis, G .A. & Rimm, S. B. (1998). Education of the gifted. Mc Graw-Hill Book Company, England.
Diezman, C.M., & Watters, J.J. (1997). Bright but bored: Optimizing the environment for gifted children. Australian Journal of Early Childhood, 22(2), 17-21.
Ersoy, Ö. & Avcı, N. (2001). Children with special needs and their education. Istanbul: YA-PA.
Güler, T. (2012). Parent education. Ankara: Pegem Akademi.
Huff, R. E., Houskamp, B. M., Watkins, A. V., Stanton, M., & Tavegia, B. (2005). The experiences of parents of gifted African American children: a phenomenological study. Roeper Review, 27(4), 215–221.
Karakuş, F. (2010). Difficulties encountered by parents of gifted children. Journal of Education Faculty of Mersin University, 6(1), 127-144.
Kıncal, R.Y., Abacı, R., Cetinkaya, Ç., Usak, M., & Inci, G. (2013). Unusual Topics in Preschool Gifted and Talented Children, International Journal of Educational Sciences, 5(3), 179-186.
Koçal, Z.D., Kanar, E. ve Kanar, K. P.(2009). The basic needs of students attending science and art centers: The example of Amasya, 2nd National Congress on Gifted Children, Eskişehir: Anadolu University.
Kurtulmuş, Z. (2010). Examination of the effect of computer-based education given to parents of gifted children attending Science and Art Centers on family members' perception of family relationships and children's perfectionism levels. Doctoral Dissertation, Gazi University, Ankara.
Merlevede, P.E; Vandamme ,R; Bridoux, D. (2006). 7 steps to emotional intelligence. Istanbul: Omega Publications.
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed).Thousand Oaks, CA: Sage.
Morawska, A., & Sanders, M. (2009). An evaluation of a behavioral intervention for parents of gifted children. Behavior Research and Therapy, 47, 463-470.
Olszewski-Kubilius, P. (2000). The transition from childhood giftedness to adult creative productivity: Psychological characteristics and social supports. Roeper Review, 23, 65–71.
Ruf, D. (2005). Losing our minds: Gifted children left behind. Scottsdale, AZ: Great Potential Press Saban, A. (2008). Metaphors about school. Theory and Practice in Educational Management, 55, 459-496.
Sak, U. (2012). Characteristics of families of gifted children attending science and art centers. Ankara: Vize Publishing.
Saranlı, A. G. (2011). Examination of the effectiveness of family guidance programs developed for families of gifted children. Doctoral dissertation, Hacettepe University, Institute of Health Sciences, Ankara. Science and Technology Higher Committee (STHC) (2009). Gifted Individuals Strategy and Implementation Plan 2009-2013.
Silverman, L. K. (1993). Social development, leadership, and gender issues. In L. K. Silverman (Ed.), Counseling the gifted and talented. Denver: Love Publishing Company.
Smutny, J.F. (1998). The Young Gifted Child: Potential and Promise. An Anthology, Cresskill, NJ: Hampton Press.
Sowa, C. J., & May, K. M. (1997). Expanding Lazarus and Folkman’s paradigm to the social and emotional adjustment of gifted children. Gifted Child Quarterly, 41, 36-43.
Sternberg, R. J. (2007). Cultural concepts of giftedness. Roeper Review, 29(3), 160-165. Strom, R., Strom, S., Strom, P., & Collinsworth, P. (1994). Parent competence in families with gifted children. Journal for the Education of the Gifted, 18, 39-54.
Stuart T. & Beste A. (2008). I knew I was different: Understanding the gifted, (Trans. Armağan Gönenli), Ankara: Kök Yayıncılık.
Subotnik, R. F., Olszewski-Kubilius, P., & Arnold, K. D. (2003). Beyond Bloom: Revisiting environmental factors that enhance or impede talent development. In J. H. Borland (Ed.), Rethinking gifted education New York: Teachers College Press.
Sumption, M. R. & Luecking, E. M. (1960). Education of the gifted. New York, NY: Ronald Press.
Tortop, H.S. (2015). Differentiated instruction curriculum differentiation models in gifted education. Düzce: Genç Bilge Yayıncılık.
Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in social sciences. Ankara: Seçkin Publications.
Yılmaz, E. (2018). An Examination of Studies on Gifted Children in Early Childhood Period in Turkey. International Journal of Early Childhood Education Studies, 3(1), 1-16
Watters, J. & Diezmann, C.M. (2003). The gifted child: a practical resource for parents and teachers. Gifted Psychology.