Page 62 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 62
aterini D. Gari et al.
Table 2 Parents’ Requests Frequencies f rf
Parental requests .
Further skills development
Stress/behaviour management .
Siblings relations .
Information about enriched programmes .
Information about legislation for gifted/talented students .
Peer relations .
Giftedness assessment .
Total answers .
Notes n = 40.
Table 3 Frequencies of Gifted Children’s Referred Difficulties f rf
Children’s difficulties .
Anxiety/compulsion .
Difficulties in accepting boundaries .
Jealously/rivalry .
Attention deficit/hyperactive behaviours .
Difficulties in relation with peers (solitude, shyness)
Total answers
Notes n = 20.
Table 4 Frequencies for Teachers’ Comments about Gifted Students as Referred by Parents
Teacher’s reports/comments as reported by parents f rf
Disinterested in the educational material .
Efforts of teaching differentiation .
Facing difficulties in their relations with classmates .
Difficulties in following rules/boundaries .
Highly motivated – leader characteristics .
High learning ability/special talents .
Total answers
Notes n = 22.
child encounters (Table 2). Parents mentioned at a higher rated the difficul-
ties their child had to confront with relations with peer groups.
Parents also answered questions about teachers’ comments throughout
children’s school life (Table 3). It is important to underline that for those cases
that teacher’s comments were available (Table 4), it was clear that almost all
teachers had already identified the student’s exceptional skills and had re-
ported about to parents.
60
Table 2 Parents’ Requests Frequencies f rf
Parental requests .
Further skills development
Stress/behaviour management .
Siblings relations .
Information about enriched programmes .
Information about legislation for gifted/talented students .
Peer relations .
Giftedness assessment .
Total answers .
Notes n = 40.
Table 3 Frequencies of Gifted Children’s Referred Difficulties f rf
Children’s difficulties .
Anxiety/compulsion .
Difficulties in accepting boundaries .
Jealously/rivalry .
Attention deficit/hyperactive behaviours .
Difficulties in relation with peers (solitude, shyness)
Total answers
Notes n = 20.
Table 4 Frequencies for Teachers’ Comments about Gifted Students as Referred by Parents
Teacher’s reports/comments as reported by parents f rf
Disinterested in the educational material .
Efforts of teaching differentiation .
Facing difficulties in their relations with classmates .
Difficulties in following rules/boundaries .
Highly motivated – leader characteristics .
High learning ability/special talents .
Total answers
Notes n = 22.
child encounters (Table 2). Parents mentioned at a higher rated the difficul-
ties their child had to confront with relations with peer groups.
Parents also answered questions about teachers’ comments throughout
children’s school life (Table 3). It is important to underline that for those cases
that teacher’s comments were available (Table 4), it was clear that almost all
teachers had already identified the student’s exceptional skills and had re-
ported about to parents.
60
