Poster #28 - Understanding the "Lived" Experiences of Gifted Learners in Ghanaian Schools

• In Event: 81.034 - MTCC Poster Session 20
  In Poster Session: 81.034-5 - Giftedness, Creativity, and Talent Development Poster Session

Abstract

Globally, gifted learners have significant unmet needs in relation to personal, social and academic issues in the school system. Young gifted learners (YGL) in Ghana face multiple challenges including educational and social needs. Gagné’s (1992) theory on giftedness supports the study. Using phenomenological interpretive design, we explored the lived experiences of seven young gifted learners aged 14-15 from three Ghanaian Schools under the question, “how challenging is it for the gifted students in Basic schools in Ghana to achieve their dreams of acceleration?” Data instruments included: interviews, observations and document. Findings show that gifted learners face challenges including unsatisfactory pedagogical strategies and threats. Educational authorities should engage in equality and inclusive education by providing educational interventions for gifted learners.

Authors

• Nyuiemedi Agordzo Edoh-Torgah, University of Education, Winneba, Ghana

• Ficus Gyasi, University of Education, Winneba