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Academic Functioning of Gifted Students in Foster Care
1
Akademia Bialska Nauk Stosowanych im. Jana Pawła II
2
Uniwersytet Warmińsko-Mazurski w Olsztynie
Data nadesłania: 27-02-2023
Data ostatniej rewizji: 18-05-2023
Data akceptacji: 24-05-2023
Data publikacji: 29-07-2023
JoMS 2023;51(2):506-527
SŁOWA KLUCZOWE
DZIEDZINY
STRESZCZENIE
Objectives:
This research examines the academic functioning of gifted children in foster care in Eastern Poland.
Material and methods:
The research was carried out in two phases from April to December 2018. The first phase was quantitative, involving surveys with directors of childcare centers. The second phase used case studies.
Results:
The results indicate that gifted students in foster care receive different levels of support depending on their living environments. Children in urban environments had more opportunities to develop their interests than children in rural environments. The financial situations of foster care facilities were also important, as not all facilities could pay for additional classes or tutoring.
Conclusions:
The research demonstrates numerous difficulties with cooperation because some educational institutions treat foster care children differently. Teachers did not understand the difficult situations children faced in foster care. Additionally, no classes were offered for gifted children. Teachers were not prepared to work with them and often created artificial pedagogical issues or treated gifted students as a problem.
This research examines the academic functioning of gifted children in foster care in Eastern Poland.
Material and methods:
The research was carried out in two phases from April to December 2018. The first phase was quantitative, involving surveys with directors of childcare centers. The second phase used case studies.
Results:
The results indicate that gifted students in foster care receive different levels of support depending on their living environments. Children in urban environments had more opportunities to develop their interests than children in rural environments. The financial situations of foster care facilities were also important, as not all facilities could pay for additional classes or tutoring.
Conclusions:
The research demonstrates numerous difficulties with cooperation because some educational institutions treat foster care children differently. Teachers did not understand the difficult situations children faced in foster care. Additionally, no classes were offered for gifted children. Teachers were not prepared to work with them and often created artificial pedagogical issues or treated gifted students as a problem.
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