Gifted Children: A Study of Identification and Placement Practices in Different Countries
Gifted Children: A Study of Identification and Placement Practices
DOI:
https://doi.org/10.5281/zenodo.17999744Keywords:
Gifted Child, Identification, Individual Assessment, PlacementAbstract
In countries with advanced education systems, the early identification of gifted children and their placement in the most appropriate educational programs are among the top priorities. The first aim of this study is to highlight the need for differentiated education programs based on the characteristics of gifted children, along with their identification and placement. The second aim of the study is to present the identification and placement systems for gifted children in the United States, the People's Republic of China, the Russian Federation, the United Kingdom, Germany, France, Finland, Japan, Israel, and Turkey. The findings of the study primarily indicate that gifted children require differentiated educational programs. A second finding reveals that the identification and placement systems in the United Kingdom, the Russian Federation, Germany, Israel, and Turkey are more organized compared to those in other countries examined, in terms of legal regulations, institutional structures, nationwide infrastructures, and individual assessments. It was also found that in the countries studied, the identification and diagnosis of gifted children commonly rely on high academic achievement, competition results, individual assessments, and teacher observations. Another result of the study shows that although some countries (such as Japan, France, Finland, and the United States) lack legal obligations and systematic nationwide institutional organization for the identification and placement of gifted children, they still implement differentiated education programs and integrate gifted students within the general school and classroom systems.
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