El exceso de actividad Cdk en las células deficientes en Cdh1 parece condicionar el grado

As indicated above, the culture of a school does influence the learning progress of its learners. From the data, it became evident that the participants from the school in the previously disadvantaged community experienced a rather negative atmosphere at school which affected those who were eager to learn and to advance themselves (refer to Section 4.2.1.3).

P – C: … there is no positive spirit at school … things are very confused, Miss.

A study conducted by De Villiers (2009) found that, due to the egalitarian and equalizing approach to education in South Africa, mainstream classrooms are often overcrowded and the teachers are overloaded with work, resulting in gifted learners being left with minimal attention in the classroom. In this study, it became evident that classes in the school in the low SES context were overcrowded. All three participants from this school complained about the situation and the detrimental effect it had on their learning (refer to Sections 4.2.1.1; 4.2.1.2 and 4.2.1.3). One of the three explained as follows:

P – A: … they also waste our time, because the class is so full that sometimes there are periods that go by without us getting any teaching in that subject … because there is too much noise … it influences you as learner who maybe excels above the others and it brings you down …

As mentioned in Section 4.3.2.2, the learners in the more affluent school saw their smaller class as an asset. One of the participants in this school, however, was in a more crowded Accountancy class and felt the negative effect of having too many learners in one class. In this instance, the support was not adequate for all the learners (refer to Sections 4.2.1.4; 4.2.1.5 and 4.2.1.6).

P – E: … have first language … small classes … only in one class in Accountancy where we are a big class and that is where I experienced all these other things, but luckily I don't experience it anywhere else.

As indicated in Section 4.3.3.3, the participants from both schools recorded the disruptive and disrespectful behaviour of other learners in their classes as detrimental to their learning process. They wanted this to be addressed, as the other learners' lack of cooperation in class acted as a barrier to their own learning, making it difficult to focus on the work (refer to Section 4.2.1).

Three participants, from both contexts, wanted classes to be divided according to the learners' intellectual abilities and aptitudes. They argued that this would aid them in studying together at an advanced rate, instead of being held back by irresponsible or playful behaviour.

P – D: I definitely feel the school system must be divided in classes according to their ability to learn and their intelligence, because it is really, it is terrible to me when it is like that and children keep back the others, the more intelligent kids, so I think it is just important to put them in classes according to how intelligent you are and how good your learning ability is and so on.

Although some participants agreed with this suggestion, they were also aware of the challenges involved in such an arrangement. They admitted that there could be a risk of over-pressurizing the gifted learners while neglecting the less able ones, as well as giving a greater workload to the teachers.

P – E: I think it is a good idea that the children are separated, but if you look at the other side of it then there will be this one small group that excels above the others … somewhere along the line, this other class will fall behind …

One participant in particular felt strongly about not dividing classes according to ability. He suggested that diverse learning abilities and needs should be accommodated by curriculum differentiation and other curriculum enrichment strategies (refer to Section 4.2.1.6).

According to the literature, overcrowded classes and overloaded teachers result in gifted learners not receiving the necessary support. The teachers themselves may also lack the skills, knowledge and understanding of gifted learners needed to adequately assist them (Xolo, 2007; De Villiers, 2009; Kokot,

2011). The findings from this study support this notion. Two participants, one from each school, mentioned the lack of adequate teaching, guidance and support in their subjects:

P – B: I don't feel that my school supports me, I don't know why, but I feel I don't get that necessary support from them …

P – F: … the needs are definitely not sufficiently addressed in the new curriculum … that is what they are changing now … the new curriculum might be a step in the right direction, I don't know whether it's at the finish line yet but it is moving.

One participant from the low SES context specifically voiced her need for the school to support and motivate her, the better to utilize her potential. She suggested that, while the school seemed to take pride in them and benefit from their academic achievements, it was not prepared to offer the necessary support (refer to Section 4.2.1.2).

P – B: You might get your pat on the back, you did well, but you don't get more than that, absolutely nothing.

In spite of their intellectual abilities, gifted learners do require support from their teachers (Tomlinson, 2001; Manning et al., 2010; Kokot, 2011). It has been found that gifted learners who are not adequately supported, stimulated and challenged may develop negative attitudes towards school, as was noted in the case of the participant described above (see Sections 4.3.3.2 and 4.2.1.4). They may also be subject to an "imposter syndrome" (Manning et al., 2010) resulting from their being gifted, curious and highly intellectual but not offered adequate academic challenges and stimulation. Collaboration with other educational institutions and opportunities facilitated by the school are other essential aspects which may foster the development of gifted potential. Findings from this study indicated that neither of the two schools had any library facilities. Both schools did however provide access to computer and internet facilities. According to participants from the low SES context, however, these facilities were limited in their school. They mentioned a lack of quality learning opportunities, although their school did expose them to opportunities made available at universities (refer to Sections 4.2.1.1; 4.2.1.2 and 4.2.1.3).

In contrast, the participants in the affluent school maintained that their school did offer sufficient computer and internet facilities, but that they themselves did not make use of these. Their school also exposed them to opportunities made available at universities, but to a lesser extent.

Papierno et al. (2005) considered that the relationship between the gifted individual's innate ability and the environment could either enhance or stunt the development and realization of potential. It became evident from the findings that some of the participants in both contexts experienced a mismatch between their learning needs and their respective environments. This apparent mismatch seemed to have an effect on the learning progress of some of the participants, while others appeared to have more support from their families and also a greater ability or sense of emotional intelligence, so they were less influenced by the challenges arising from their environments. Finally, despite policy recommendations to accommodate and facilitate

gifted learners in their unique needs, either through curriculum differentiation or enrichment, it remains a challenging issue in schools.

4.4 CONCLUSION

In this chapter, the data collected from the six participants was presented in two stages in order to answer the overarching research question and sub-questions posed in Chapter one. Firstly, a within-case analysis of each individual case was presented in a descriptive narrative format. To gain an in-depth understanding of each participant's life-world and lived experience of being gifted in an inclusive classroom, the data was analysed according to the central themes. I identified these while referring to the structure provided by Bronfenbrenner's bio-ecological model, which served as the theoretical framework of this study. Secondly, an exposition of the cross-case analysis of the data findings was presented. Data were cross-compared across the individual cases in order to build abstractions from across these cases. The similarities and differences that cut across the cases were established by identifying recurring themes and categories across the cases. This was done to gain a holistic perspective and insight into the data, from which findings were derived, interpreted and discussed.

Chapter five will offer concluding remarks and recommendations with regard to the lived experiences of gifted learners in an inclusive school system. The strengths and the limitations of the research study will also be discussed.

CHAPTER FIVE

CONCLUDING REMARKS, RECOMMENDATIONS,

LIMITATIONS AND STRENGTHS

5.1 INTRODUCTION

This research study explored the lived experiences of adolescents in Grade 11 who were considered academically gifted. I wanted to gain insight into their experiences of being gifted, as played out in the various systems impacting on their lives, namely the school, their parents, their peer groups and the broader community. I further explored the support needs of these learners, in an inclusive education system, in order to suggest changes contributing towards quality education for this particular group of learners.

I used a qualitative case study design founded on an interpretive research paradigm to investigate the following questions on the lived experiences of the gifted Grade 11 learners in the current education system: how their various systems and proximal processes contributed to their success, what their specific needs were, and whether they were sufficiently provided for in the current inclusive education system in South Africa. Using a collective instrumental case study design, I allowed the voices of these academically gifted learners to narrate their experiences, joys, specific needs and frustrations.

The extant literature in the South African context highlights a gap between policy initiatives and their implementation in the mainstream classroom. Gifted learners therefore seem to be at the rear end of the queue for educational provision. My findings showed that inclusivity was not practiced as required by policy and that these learners faced challenges in the mainstream classroom. Gifted learners needed support and enriched learning opportunities in their respective classes as was currently not the case.

My research gave me an insight into the participants' meaning-making processes, allowing me an in-depth understanding in the challenges they faced, as well as their support and educational needs. My findings answered both the main research question and the sub-questions. I confirmed that gifted learners are being neglected in the mainstream classroom. South Africa, it appeared, was in dire need of rethinking gifted education and the way in which all learners with unique needs were being accommodated.

In this chapter, I present concluding remarks on the main research findings, as well as recommendations to support and enhance efficient gifted education. The limitations and strengths of the study will also be discussed and possible future research will be suggested.