The inclusion of gifted children in Maltese primary schools : perspectives of policymakers and educational leaders

Abstract

This study aims to investigate perspectives of policy-makers and educational/school leaders on the inclusion of gifted learners in local primary schools, specifically focusing on the ways in which the recently launched policy for inclusive education may inform or otherwise gifted provision in schools. A qualitative approach was adopted, as deeper insight into the participants’ perspectives was required. The study involved six semi-structured interviews with policy-makers and educational/school leaders, presented through three main themes - Shifting Lenses: Navigating Perspectives and Perceptions, Beyond the Label: Understanding and Supporting Potential and Ground Realities: Embedding Giftedness into Practice. This study highlights the lack of policy in relation to giftedness, which might impinge on gifted children’s development.