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Oct 24, 2024Article Details
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Main Article Content
Exploring Educators' Perceptions of Gifted Students’ Identification in Ghana: Bridging the Gap
Ami Gladys Allotey
Abstract
In the dynamic landscape of rapid economic growth and societal shifts towards sustainability, investing in gifted and talented students emerges as a crucial avenue. This study focuses on Ghana, a nation committed to educational reform and inclusive learning in alignment with SDG 4. Drawing insights from 174 educators, this research sheds light on their perspectives regarding gifted and talented education (GATE). Using quantitative data from a 16-question survey, the study uncovers prevalent misconceptions, exclusiveness, inequities, and naive ideologies surrounding GATE among educators. Notably, the study highlights the underservice of gifted and twice-exceptional (2E) students and the overlooked strategies of differentiation and identification. The findings emphasise the urgent need for educational reform policies and advocate for integrating GATE initiatives into teacher education programs in Ghanaian colleges and universities, coupled with a comprehensive in-service workshop. These initiatives aim to rectify misconceptions and elitism issues to enhance educators' understanding of GATE principles, fostering a more inclusive and supportive educational environment across the nation’s educational institutions.
