This section presents the conclusions that emerged which were based on the main research problems and the findings of this research.
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5.3.1 Teachers’ and parents’ understanding of giftedness
The findings of this study indicated that an understanding of the concept of giftedness is of great importance as this was something that is designed for a particular individual and could not be altered or taken away. The findings further highlighted that most of the participants had a diverse understanding of the concept ‘giftedness’. A few participants were able to describe giftedness as referring to a ‘talent’ or a ‘gift’ with which an individual is born. Some further indicated that giftedness as a concept is referring to the “ability” of young children who show a fast pace in learning compared to that of their peers. Furthermore, participants were able to substantiate with examples of what “giftedness” meant to them and the emphasis on understanding what the meaning of the concept is to the people who are teaching learners especially in their early and primary school years.
5.3.2 The need for curriculum differentiation
The findings indicate that differentiation is currently the only approach recognised to deal with learners’ diversity in the ordinary classroom. Nevertheless, the results of the research indicated that most participants experienced difficulties in implementing curriculum differentiation in their classrooms. Theoretically, differentiated instruction creates a space for improvement of the syllabus for gifted learners. Nevertheless, the results of this study revealed a breach between idealism of procedures and their implementation in the classroom that need urgent attention.
The findings also indicated that teachers are often faced with overwhelming challenges which hinder equal and meaningful involvement with every learner within the classroom. They requested support and acknowledgement from the Department of Education regarding the accommodation of learners with diverse learning abilities and needs.
5.3.3 Challenges of teaching gifted learners
The findings indicated that most participants acknowledged that experience of teaching gifted learners had many challenges. Some of the participants mentioned negative behaviours including lack of concentration, boredom, and disruptive behaviour. From the findings four sub-themes emerged from this theme.
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5.3.3.1 The level of the quality of the activities of the gifted learners
The findings indicate that participants struggled to find appropriate activities and teaching materials for the gifted learners. This for teacher participants leads to boredom, frustration and other negative behaviours in learners. Teachers felt that the activities they offered were holding back the development and creativity of gifted learners. In contrast to the impression that gifted learners will make it themselves, the findings of the study specified that many issues should be considered to guarantee that gifted learners excel educationally.
5.3.3.2 Overcrowded classrooms
The findings of this study indicate that participants experienced a challenge in involving learners with various learning capabilities and needs in their classrooms because they were overcrowded. It was evident that in some schools there were 50 learners in a single classroom.
As a result, participants developed negative emotions because of their inability to effectively accommodate all their learners. The findings indicate that participants believed that if they had smaller classes, they would be able to accommodate all their learners in a more meaningful way. This remains a challenge in the current South African education system.
5.3.3.3 Inappropriateness of curriculum and learning resources
The research findings indicate that the curriculum does not cater for the intellectual level of the gifted learners. The participants indicated that a grade-level curriculum offered did not enrich gifted learners. They believed that the curriculum did not promote curriculum and creativity for gifted learners in the Foundation Phase. Teachers mentioned that they do what they can to accommodate gifted learners, sometimes it works but sometimes it proves to be ineffective.
Teachers showed their concern that gifted learners were not treated as learners who face challenges in the classroom as they are left to fend for themselves. As a result, teachers suggested that schools and teachers play a crucial role in developing a content that will enhance creativity in gifted learners which could be one of the strategies that could assist gifted learners.
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5.3.3.4 The effectiveness of professional development
The findings identify a serious need for enough teacher training at both pre-service and in- service levels, in order to accommodate the specific learning needs of gifted learners. When teachers are informed, they would recognise and respect the rights of these learners and offer them the support they need to flourish and become what they can. The research results show that teacher training provided by the Department of Basic Education did not include guidelines on giftedness as a specific remarkability that needs special consideration. Educators communicated their concerns about the DoE for not holding adequate workshops and preparation which are specifically for gifted education. The results show that educators suggested that the department should concentrate more on gifted education in their training on Inclusive Education. In addition, educator training should include the support of the department and all higher institutions involved in teacher education.
5.3.3.5 Teachers’ perceptions on implications of Inclusive Education and gifted learners.
The findings of this study indicate that educators were acquainted with the concept of Inclusive Education; however, they held different viewpoints on its definition. In the opinion of teachers, the results reveal that their interpretation of Inclusive Education was based on the accommodation of learners with incapacities. The participants acknowledged that if Inclusive Education could be applied effectively in the schools and classrooms, it could therefore offer a feasible option for the education of gifted learners. The participants in this research indicated that the department’s initiative for inclusion excluded the gifted learners. Instead, the focus was on the learners who struggle to develop academically.