RESULTS OF ONLINE SURVEY OF EDUCATORS REGARDING THE PARTICULARITIES OF IMPLEMENTING EDUCATION FOR GIFTED STUDENTS IN UKRAINE

Abstract

Abstract. The article presents the results of an online survey of teachers
regarding the peculiarities of working with gifted students in general secondary
education institutions in Ukraine. It analyzes the specifics of gifted education at
the beginning of the 21st century and under the current state standard. An
assessment is given to the education reforms that have already been implemented
and the prospects for further education of academically gifted students within the
framework of the New Ukrainian School [Nova Ukrainska Shkola] (NUSh)
reform. Regional differences in working with gifted children and the specifics of
working with them in urban and rural areas are also analyzed. The research was
conducted using an online survey with the 'Union of Educators of Ukraine' group
on Facebook as the research base. According to the results of this study in which
219 practicing teachers from all the regions of Ukraine participated, the attitude
of educators towards the phenomenon of child giftedness was determined. An
assessment was provided for the role of preschool education in the further
development of abilities. Modern interpretations of the concept of a 'gifted child'
eISSN: 2663-5739 Науково-педагогічні студії. Випуск 7, 2023
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were analyzed and emphasis was placed on addressing the problems that the
majority of gifted students in general secondary education institutions in Ukraine
face. Among other findings the evaluation of Ukraine's state policy in the field of
gifted education revealed that under the old state standard, the level of education
for gifted students was higher (at 9.2 points out of 12), while after the
introduction of the NUSh reform, this indicator decreased to 6.9 points. The
majority of surveyed teachers noted that contemporary education is oriented
towards the 'average' student and children with special educational needs, while
gifted children found themselves in the constraints of egalitarian trends in
education that eliminate competitive selection and specialized schools for
academically inclined students. Based on the research findings, a conclusion was
drawn about the necessity of categorizing gifted children as individuals with
special educational needs, requiring a tutor (assistant), and the development of an
educational trajectory for the further development of each gifted student.