Principals’ view on equity in gifted education programs

Abstract

An initiative of the Kazakhstani education system, teaching gifted children has been a matter of national significance over the past two decades. This drive can be seen in the establishment of specialized schools and programs for high-achieving students. The primary goal of which is to provide gifted children with high quality educational opportunities and ensure a results-oriented learning environment. While equality in terms of being able to participate in the school entry exam is guaranteed, the selective nature of the admission policies in these schools seems full of controversies and counterpoints in terms of equity for all. To shed light on the aforementioned indeterminacy, the present study aimed to examine school principals’ stances on equity in currently existing gifted education programs. Six participants, who are principals in schools for gifted children were interviewed. They expressed their viewpoints on questions regarding the fairness of admission policies and selection procedures within their schools. In addition to this, principals also broached the subject of the predicaments of accepting and teaching students from diverse backgrounds. It is worth discussing the differences of opinions that emerged in the study findings. Study participants agreed upon the importance of equitable access and participation in gifted programs. Some school principals described well-laid systems to ensure equity once students get accepted. Yet discrepancies emerged when the conversation touched upon the selection criteria. Some principals found certain members of society deprived, disadvantaged or disabled to compete with their peers. Other participants were doubtful that equity was actually achievable when it comes to practice. Notwithstanding these attitudes, the positive practices towards equity in some schools can be considered an exemplary model to better achieving this ideal.