topic/aim
Previous studies have shown difficulties in identifying children with outstanding abilities. Without proper identification, challenges arise in meeting theireducational needs and providing opportunities for them to flourish and thrive.The aim of this scoping review is to systematically investigate and synthesise current research regarding environmental factors contributing to (a) earlyidentification of children with outstanding abilities in preschool and school, and (b) well-functioning inclusive education for these children.
Theoretical framework
In this review, the theoretical framework used is the Bioecological Model (Bronfenbrenner & Morris, 2006) which describes what influences childdevelopment, resulting from interactions between a child and the environment. The framework also includes the Differentiating Model of Giftedness andTalent (Gagné, 2021). This model underscores talent development as a gradual process unfolding over time, influenced by both intrapersonal andenvironmental catalysts. In this review, outstanding abilities refer to both high potential and achievements.
Methodological design
A scoping review, with two inductive thematic analyses (Braun & Clarke, 2006), was conducted on peer-reviewed research articles (N=21) to synthesisethe findings. The first thematic analysis, resulting in eight themes, focused on how environmental factors contribute to the early identification of children´soutstanding abilities. The second thematic analysis, resulting in five themes, focused on how environmental factors contribute to inclusive education forchildren with outstanding abilities in preschool and school.
Expected conclusions/findings
Examples of themes relating to the identification process are (preliminary results): Teachers have knowledge of what characterises outstanding abilitiessuch as gifts and/or talents; Teachers have knowledge of various ways to identify children´s outstanding abilities at an early stage; Teachers provideopportunities to all children to demonstrate their abilities; Teachers cooperate with other professionals during the identification process; Principals haveknowledge of the characteristics and early identification of children´s outstanding abilities, and care for them; Teachers listen to and respect parents´descriptions.Examples of themes relating to inclusive education are (preliminary results): Teachers have positive attitudes and knowledge of inclusive education inrelation to children with outstanding abilities; Teachers ensure a positive classroom climate and learning experience; Teachers provide or ask others toprovide adequate educational provisions which support children with outstanding abilities in an inclusive classroom; Teachers- and parents work inpartnership to support the well-being and development of children with outstanding abilities, Policies describe inclusive education and educationalprovision in relation to children with outstanding abilities
2024.