Exceptional Minds in Regular Classrooms: Teachers’ Lived Experiences Through a Phenomenological Lens

Abstract

This study aims to explore in depth the educational services provided to gifted students in general education schools based on teachers’ experiences. Using a qualitative phenomenological design, data were collected through semi-structured interviews with seven teachers working with gifted students and analyzed via content analysis. Four main themes and thirteen subthemes emerged. Findings revealed that gifted students differ from their peers in cognitive characteristics, personality traits, and behavioral patterns, leading to various challenges in inclusive settings. These challenges were grouped as teacher difficulties, student-related problems, classroom factors, and systemic issues regarding educational placement. The study also found that both pre-service and in-service teacher training remain inadequate to address gifted students’ needs. Participants emphasized the necessity of differentiated instruction, enhanced professional development, stronger support services, active parental involvement, and improved collaboration among specialists and guidance units.