Education of Gifted Children: Lithuanian Teachers’ Attitudes and Experience

Abstract

Gifted children’s education is one of the most relevant pedagogical and psychological problems
in education worldwide. The inclusion of gifted education programs in schools depends on the
educational system and teachers’ education and experiences. This study explores Lithuanian
teachers’ view and experiences regarding the education of gifted children. A total of 500 teachers,
representing 45 schools in Lithuania, participated in a written survey. Study data were collected
through written responses to a survey which included: questions regarding experiences working
with gifted children (12 questions) and respondents’ demographics. The questions with response
choices provided explored the areas of respondents’ experiences in gifted education, including the
application of gifted children’s education programs in their school; work experience with gifted
students; and preparation and willingness to work with gifted children. Reflecting on the results,
it’s clear that Lithuanian teachers face great difficulties in educating gifted children, depending
on both external/objective conditions (funding, appropriate atmosphere, working conditions,
cooperation among teachers) and’ subjective experiences (well-being, emotional state, evaluation,
and feeling of the significance of their work).