Special Education Teachers’ Challenges Throughout the Process of Identifying Bilingual Gifted Children

Sema Tan

Özet


In this study, I examined the challenges that special education teachers’ face when identifying bilingual gifted children and teaching them at an instructional level in a regular classroom. I had 5 special education teachers participated in this study from different schools, and school districts. First I sent the questionnaires via e-mail to 10 special education teachers, and five of them returned the questionnaires. I asked to interview with them and only one of them wanted to interview with me. After I conducted the interview and collected the questionnaires, I coded the data and analyzed them based on the research questions. The results indicated that the most common challenges the special education teachers faced were cultural differences of the students’ backgrounds, cultural influences on the instruments that were used for instructional and identification purposes, testing situations, language barriers, and absence of training. Also provided solutions by participants were making lesson plans specific to students’ strengths and weaknesses, creating project based activities and adjusting those activities to students’ paces, providing training for teachers, using alternative assessment methods, and finally using appropriate programs for instruction.

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