Inclusive education for the gifted and talented learners:The case of Mwangaza Primary School in Kenya.

Abstract

The main objective of this study was to investigate into the teaching and learning of the gifted and talented learners in Kenya primary schools. The emphasis was on how gifted learners are taught in actual classroom situation and the problems teachers and learners encounter, in the teaching-learning process. The study was conducted in Mwangaza Primary School, Nairobi Province, Kenya. One school was selected and one class out of five in which the gifted learners were selected for the study. Three learners were identified out of eighty. The study adopted ethnographic research design. Data was collected through questionnaires, interview schedules and classroom observations. Research questions were formulated from specific objectives of the study. Data was organized according to research questions they answered. The study found out that teachers were aware of the gifted and talented learners in their schools. Teachers said that gifted and talented learners are challenging and that to keep up their pace is difficult especially with large numbers they handle. Teachers gave gifted and talented learners responsibilities as they helped with the average and slow learners. Gifted and talented learners expressed boredom about the work they do in school. It was concluded that inclusive education for the gifted and talented learners has not been recognized and taken care of in the Mwangaza Primary school. The study recommends that diverse teaching-learning strategies, resources and evaluation should be offered and well utilized in the teaching and learning of the gifted and talented learners.