CONCEPTUALIZING GIFTEDNESS AMONG STUDENTS WITH DISABILITIES IN SPECIAL SCHOOLS IN KAZAKHSTAN

Abstract

The present study explored how teachers in special schools conceptualize giftedness among students with disabilities and examined the state of gifted education for children with disabilities in Kazakhstan. Inclusive and gifted education are two major developmental vectors in Kazakhstani education, though the intersection of giftedness and special educational needs (SEN) is scarcely investigated. Notably, giftedness is not normally viewed as a type of SEN in Kazakhstan. This research aimed to build a conceptual model of gifted disability from the perspectives of teachers in special schools. Moreover, the study explored the challenges and measures related to developing giftedness among students with disabilities. The qualitative research methodology involved semi-structured interviews with teachers from special schools that serve children with intellectual disabilities, speech and hearing impairments, and visual impairments. The findings led to the development of a conceptual model of giftedness that defines and characterizes giftedness among students with disabilities from the perspective of teachers. The conceptual model is a combination of outdated narrow conceptions of giftedness and modern inclusive ones. The study revealed that gifted students with disability face barriers in their learning similar to those encountered by students with other SEN. A range of practices used and recommended to develop giftedness in these students was identified. These measures draw striking resemblance to those used to address other SEN. The central conclusion of the research is that teachers perceive giftedness as a type of special educational need affected by the environment of the child. The resulting conceptual model of giftedness as SEN entails several implications, the most important of which is the potential to shift the theoretical understanding of giftedness in Kazakhstan and internationally. Ultimately, the research suggests that the practices to accommodate SEN can be used to accommodate gifted learners with disability, thus making gifted education and inclusive education mutually supportive. Keywords: giftedness, disability, inclusive education