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Education Sciences
Special Issues
Critical Issues and Practices in Gifted Education
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Critical Issues and Practices in Gifted Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (10 December 2024) | Viewed by 7816

Special Issue Editors

Dr. Michelle Ronksley-Pavia

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Southport, QLD 4222, Australia
Interests: twice-exceptionality, equity in gifted education; neurodiversity and giftedness; creativity and giftedness; instructional practices and pedagogies; gifted education policies and practices
Prof. Dr. Norma Hafenstein

E-Mail Website
Guest Editor
Teaching and Learning Sciences, Curriculum and Instruction, Morgridge College of Education, University of Denver, Denver, CO 80210, USA
Interests: giftedness in under-represented populations; gifted education in rural settings; gifted education policy and practice; creativity theory and practice; twice-exceptional learners; research methods, gra
Dr. Eleonoor van Gerven

E-Mail Website
Guest Editor
1. Director of Slim Educatief, Teacher Education Institute for Continuous Professional Development for Educational Spectialists, James Stewartsrtaat 13, 1325 JA Almere, The Netherlands
2. Program manager of the Dutch National Knowledge Centre for Gifted Education, Toernooiveld 100, 6525 EC Nijmegen, The Netherlands
Interests: twice and multiple exceptionalities; underachievement and underlearning; seeing, understanding and responding to educational needs of gifted learners; developing tailored interventions for gifted lear

Special Issue Information

Dear Colleagues, 

The field of gifted education has progressed substantially, recognizing the diverse needs and challenges of gifted learners. However, critical issues and practices require further exploration to ensure equitable and effective support for these exceptional learners. This Special Issue aims to provide a comprehensive global perspective on the current challenges, innovative pedagogies, programming and access for supporting inclusive gifted education. 

The scope for this Special Issue encompasses theoretical frameworks, empirical studies and practical applications contributing to the holistic development of gifted individuals across educational settings, including schools and higher education settings. We invite submissions examining identification and assessment methods, differentiated curricula, the roles of AI and LLMs in gifted education, twice-exceptional learners, socio-emotional support and wellbeing, underrepresented populations, and the impacts of cultural and socioeconomic backgrounds. Suggested themes include talent development models, inclusive gifted education practices, gifted policy implications, teacher education, technology integration, AI and gifted education, creativity development, equitable access to gifted services, neurodiversity and giftedness, and gifted education in developing countries. 

Additionally, we encourage out-of-the-box topics that cut across sub-topics, such as the role of gifted education in promoting equity and inclusion, neurodiversity and giftedness, the ethics of gifted education, the roles of AI in gifted education curricula and practices, and the intersection of giftedness with environmental sustainability and climate change education. 

By fostering dialogue and disseminating cutting-edge research, this Special Issue seeks to advance gifted education, ensuring that gifted students receive the nurturing and support to thrive and develop their potential. 

Dr. Michelle Ronksley-Pavia
Prof. Dr. Norma Hafenstein
Dr. Eleonoor van Gerven
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • gifted identification
  • twice-exceptional education
  • culturally responsive gifted education pedagogy
  • talent development programming
  • under-represented gifted populations
  • socio-emotional needs of gifted learners
  • differentiated curricula
  • gifted

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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23 pages, 272 KiB  
Article
A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing
by Ophélie Allyssa Desmet, Sofia Ippolito, Jenna Herren and Sophia Guzman-Roman
Educ. Sci. 2025, 15(5), 530; https://doi.org/10.3390/educsci15050530 - 25 Apr 2025
Viewed by 173
Abstract
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into [...] Read more.
Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as both academically gifted and DHH. Interpretative phenomenological analysis of the participants’ experiences revealed themes such as resilience, self-acceptance, family support, educational accommodations, and social challenges. The participants demonstrated remarkable adaptability in navigating both academic and social environments, often developing innovative coping strategies. These findings highlight the need for tailored educational approaches and support systems that recognize and nurture the potential of gifted DHH students. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
29 pages, 1082 KiB  
Article
School Leaders in Gifted Education: Their Perceptions of Involvement of and Interacting with Parents, Teachers, and Other School Leaders
by Jessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils and Anouke Bakx
Educ. Sci. 2025, 15(3), 281; https://doi.org/10.3390/educsci15030281 - 24 Feb 2025
Viewed by 641
Abstract
Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement [...] Read more.
Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted students, while identifying key facilitators and barriers. 136 primary and secondary school leaders completed a questionnaire, of whom 18 participated in semi-structured interviews. Findings indicated varying levels of perceived involvement, with teachers being most involved, followed by parents, and other school leaders. This pattern was mirrored in interaction frequencies across most queried topics. Despite these varying levels, school leaders expressed similar satisfaction with the involvement of and interactions with all actor groups. A positive relationship was found between involvement and interaction levels and their corresponding satisfaction. Actors’ willingness to contribute to and/or communicate about gifted education was a key facilitator, while a lack of willingness was frequently mentioned as a barrier. This study provides an initial understanding of factors impacting involvement and interactions in gifted education from school leaders’ perspectives, offering a foundation for enhancing collaboration and support. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
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10 pages, 185 KiB  
Article
Social and Emotional Learning: Easing the Transition to High School for 2e Learners
by Charles Willis and C. Matthew Fugate
Educ. Sci. 2025, 15(2), 193; https://doi.org/10.3390/educsci15020193 - 6 Feb 2025
Viewed by 851
Abstract
The transition from middle school to high school can be difficult for students as they navigate new environments and teacher expectations. This transition can be particularly difficult for twice-exceptional students who often struggle with the necessary executive functioning skills needed to meet these [...] Read more.
The transition from middle school to high school can be difficult for students as they navigate new environments and teacher expectations. This transition can be particularly difficult for twice-exceptional students who often struggle with the necessary executive functioning skills needed to meet these expectations, as well as their own self-awareness, self-efficacy, and the self-advocacy skills they need to help ease this transition. In this article, we discuss a unique pilot seminar program by the teachers and counselors at a school for twice exceptionality that helps students develop skills and a sense of self that will be beneficial to them, not only during their high school years, but also for their future lives and careers. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
18 pages, 916 KiB  
Article
Embracing Liberating Worldviews in Gifted Education
by Vicki Boley
Educ. Sci. 2025, 15(2), 166; https://doi.org/10.3390/educsci15020166 - 31 Jan 2025
Viewed by 628
Abstract
At a time marked by deepening socio-political divides and systemic inequities, this paper revisits findings from a previously conducted interpretive phenomenological research study and offers new critical reflections on the transformative potential of liberating worldviews, with Indigenous worldviews as a central example, in [...] Read more.
At a time marked by deepening socio-political divides and systemic inequities, this paper revisits findings from a previously conducted interpretive phenomenological research study and offers new critical reflections on the transformative potential of liberating worldviews, with Indigenous worldviews as a central example, in K-12 gifted education. Conversations with 14 Indigenous K-12 educators, researchers, and advocates revealed how liberating worldviews—rooted in relational, holistic, and community-centered perspectives—challenge dominant Western paradigms of giftedness that often perpetuate exclusion. Expanding on these findings, this paper proposes eight tenets to guide educators and researchers in embracing liberating worldviews that foster equity, creativity, and cultural responsiveness. Within the current political climate, where inclusion is increasingly under threat, these reflections underscore the urgency of reimagining educational systems to align with liberating worldviews that promote justice, sustainability, and collective well-being. The proposed tenets aim to empower practitioners and researchers alike to disrupt oppressive practices, affirm liberating ways of knowing and being, and engage in K-12 education spaces—particularly as White, non-Indigenous educators and researchers—in ways that respectfully and genuinely reimagine and advance education systems to embrace liberating worldviews. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
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14 pages, 1094 KiB  
Article
Developing Talented Children’s Computational Thinking Through Multimodal Literacies in Pop-Up Storybooks: A Case Study in Hong Kong
by Jenny Wanyi Li, Suzannie K. Y. Leung, Melissa Dan Wang and Mantak Yuen
Educ. Sci. 2024, 14(12), 1377; https://doi.org/10.3390/educsci14121377 - 16 Dec 2024
Viewed by 1188
Abstract
Computational thinking (CT) currently has been mainly explored using programming robots and conducted in K12 education. In early childhood education, arts have a significant place in children’s learning, expression and cognitive development. Specifically, creating pop-up storybooks is a child-friendly activity. Our study aimed [...] Read more.
Computational thinking (CT) currently has been mainly explored using programming robots and conducted in K12 education. In early childhood education, arts have a significant place in children’s learning, expression and cognitive development. Specifically, creating pop-up storybooks is a child-friendly activity. Our study aimed to explore the combination of CT and art, and to develop talented children’s CT abilities through a multimodal literacies educational approach, which referred to using different skills (i.e., writing, drawing, making, and storytelling) in the art activity. A total of 12 talented children were selected to participate in a pop-up storybook production workshop using a convenience sampling method. We adopted an observation method to capture talented children’s CT behaviors, generating a total of 180 min of activity videos and collecting fieldnotes and the children’s worksheets and artworks for the data analysis. Based on a content analysis, we found that talented children enhanced their CT development in multiple modes and practiced seven CT skills. In conclusion, our study emphasizes the importance of art in children’s education and provides new insights for subsequent research on children’s CT education. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
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12 pages, 262 KiB  
Article
Special Education Status and Underidentification of Twice-Exceptional Students: Insights from ECLS-K Data
by Jennifer L. Jolly and Lucy Barnard-Brak
Educ. Sci. 2024, 14(10), 1048; https://doi.org/10.3390/educsci14101048 - 26 Sep 2024
Viewed by 2510
Abstract
The current study examined the underidentification of students with disabilities for gifted education programs, otherwise referred to as twice-exceptional students. This study utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K). We estimated that approximately 17% to 18% more [...] Read more.
The current study examined the underidentification of students with disabilities for gifted education programs, otherwise referred to as twice-exceptional students. This study utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 (ECLS-K). We estimated that approximately 17% to 18% more students with disabilities should have been identified for a gifted education program as having statistically similar achievement scores to those students without disabilities in gifted education programs. Alternatively stated, students with disabilities should make up 10.8% of gifted programs, or about 1 in 9 students in gifted programs should be twice-exceptional. Students with disabilities who were male, non-White, low-income, and indicating more internalizing problem behaviors were more likely to not be identified for a gifted education program despite having similar achievement scores. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)

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19 pages, 679 KiB  
Systematic Review
The Self-Perceptions of Twice-Exceptional Children: A Systematic Review
by Louise Küry and Christian Fischer
Educ. Sci. 2025, 15(1), 44; https://doi.org/10.3390/educsci15010044 - 4 Jan 2025
Cited by 1 | Viewed by 1273
Abstract
This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be [...] Read more.
This systematic review examines the self-perceptions of twice-exceptional children. This review examines the self-concept, self-esteem and self-efficacy of these children, as well as the factors that influence their self-perceptions. The PRISMA guidelines were employed in the conduct of this systematic review. To be included in this study, articles had to be empirical, written in English and published in peer-reviewed journals, and be aligned with the research questions. A total of 18 papers were included for assessment of quality, the majority of which employed a case study design. The findings suggest that twice-exceptional children tend to perceive themselves in a negative manner. Furthermore, twice-exceptional children exhibited diminished global self-concept, accompanied by low self-esteem and self-efficacy. Positive factors influencing self-perception are adequate support from teachers and parents, early identification and strength-based support. A lack of understanding on the part of teachers and parents, insufficient attention to giftedness in and outside of school, and a sense of being different were identified as negative influencing factors. Further research is required to verify the results using a quantitative longitudinal study. The findings of this review highlight the necessity for adequate support and encouragement for twice-exceptional children, suggesting potential ways for their implementation. Full article
(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)
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