Identifying young gifted children.

다국어 초록 (Multilingual Abstract)

Although there is a Federal definition of gifted and talented students, there are few state policies regarding identification of and services for students in kindergarten, first, and second grade. Most school districts do not begin their gifted programs until the third or fourth grade. Consequently, identification and implementation of appropriate differentiation of the curriculum is the responsibility of the primary classroom teacher. Since the role of the primary teacher is key, it is important to determine these teachers' attitudes, beliefs, and knowledge related to gifted education. The purpose of this study was to determine primary teachers' perspectives related to gifted education in the primary grades. The findings of the survey distributed to kindergarten, first, and second grade teachers provide quantitative and qualitative data related to the teachers' perceptions of the inhibitors and facilitators of identifying and serving gifted primary-aged students. Data were analyzed in accordance with the three categories that Clark and Estes (2008) define as reasons for a discrepancy between a goal and actual practice: knowledge, motivation, and organizational barriers. The data indicate that primary teachers are motivated to meet the needs of all of their students, including gifted students; however, most teachers surveyed did not have adequate knowledge of the characteristics of gifted students, or how to meet their needs in the classroom. In addition, primary teachers are often excluded from meetings and professional development opportunities related to gifted programs.