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Identifying Dutch gifted children and their learning needs in the Dutch primary school context

Goudsblom, J.C.M. (2019) Identifying Dutch gifted children and their learning needs in the Dutch primary school context.

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Abstract:In today’s Dutch education, Dutch primary school teachers have trouble identifying gifted children as gifted and anticipating the needs of the gifted. As a result, not all Dutch gifted primary school children receive appropriate education. This study explored the ways in which giftedness professionals identify gifted children and the differences among them. Teachers and coaches specialized in giftedness (N = 22) were interviewed about the giftedness characteristics, differences among gifted children and their opinion regarding the Revised Profiles of the Gifted and the Talented (Betts & Neihart, 2010). The results have been compared with the model of Betts and Neihart (2010). The main findings show that the giftedness professionals identified 14 giftedness characteristics and 5 different distinctions among gifted children. They also recognised 1 of the Betts and Neihart profiles, i.e., the Challenging Creative. The mentioned giftedness characteristics and distinctions among gifted children do show overlap with the Betts and Neihart profiles. However, the profiles do not mention: extremely gifted children with an IQ above 145, autonomy as a standard need of gifted children, and situational characteristics. When using the Betts and Neihart profiles, teachers should be aware that not every gifted child can be categorised into a profile.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:80 pedagogy, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/77999
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