Gifted Education in the Czech Republic and the Role of the School Counselor for Gifted Students

Figures & data

Table 1. The P-KAP II questionnaire, questionnaire items.

Area	Questionnaire item, number of item	Abbreviation
Group (class) activities	13. Teachers use various forms of work in the education of gifted and exceptionally gifted students (specific tasks, individual assignments, etc.)	Internal differentiation
School enrichment activities	3. The school develops an internal system of identification and support of gifted and exceptionally gifted students.	Internal identification
	6. Teachers mutually discuss concrete forms of support for individual gifted and exceptionally gifted students.	Communication between teachers
	9. Where the care of gifted and exceptionally gifted students is concerned, the school cooperates with the students’ legal representatives.	School-parents’ cooperation
	11. The school offers extracurricular and free time activities for gifted and exceptionally gifted students.	School extracurricular activities
	14. In the care of gifted and exceptionally gifted students, the school uses various modifications, such as supplementing lessons, extending the offer of optional subjects, opportunity to skip a year, offering lessons in years above.	External differentiation
Schools and externals cooperation (active)	4. The school implements a systematic training schedule for teachers with regard to the care of gifted and exceptionally gifted students.	Teacher training
	1. The school cooperates with the education counseling services in the identification of gifted and exceptionally gifted students.	Cooperation with ECS
	8. There are various materials on the education of gifted and exceptionally gifted students available to teachers.	Materials for GS
	7. Teachers discuss concrete forms of support for individual gifted and exceptionally gifted students with other professionals.	Teachers–professionals communication
	12. Within the improvement in the offer of extracurricular and free time activities for gifted and exceptionally gifted students, the school cooperates with outside organizations (e.g., the Regional Network for the Support of the Gifted).	Cooperation with outside organizations
	15. The school participates in activities and student visits intended for gifted and exceptionally gifted students (such as the Open Science project of the Czech Academy of Sciences, cooperation with various universities or Czech Mensa).	Extracurriculars with outside organizations (externals)
	16. Students participate in projects designed for gifted and exceptionally gifted students at elementary and secondary schools.	Projects for GS with outside organizations
	17. The school cooperates with employers to offer support to gifted and exceptionally gifted students when entering the job market.	Cooperation with employers
Schools and externals cooperation (received)	18. Students participate in competitions for gifted and exceptionally gifted students.	Extracurriculars from outside organizations (externals)

Table 2. Comparison of areas of care provided to gifted students by schools with and without a SCGS.

(a) Abbreviation of the questionnaire item	(b) Without SCGS (Aim N.2)		(c) With SCGS (Aim N.3)		(d) Difference (Aim N.4)
	Count	%	Count	%	%
1. Cooperation with ECS	97	42.53%	93	77.42%	+34.89%
3. Internal identification	34	14.91%	66	53.23%	+38.32%
4. Teacher training	14	6.14%	19	15.32%	+9.18%
6. Communication amongst teachers	130	57.02%	97	78.23%	+21.21%
7.Teachers-professionals communication	47	20.61%	58	46.77%	+26.16%
8. Materials for GS	35	15.35%	42	33.87%	+18.55%
9. School-parent cooperation	135	59.21%	100	80.65%	+21.44%
11. School extracurricular activities	110	48.26%	89	71.77%	+23.51%
12. Cooperation with outside organizations	37	16.23%	48	38.71%	+22.48%
13.Internal differentiation	120	52.63%	96	77.42%	+24.79%
14. External differentiation	62	27.19%	66	53.23%	+26.04%
15.Extracurriculars with outside organizations (externals)	113	49.56%	98	79.03%	+29.47%
16. Projects for GS with outside organizations	65	28.51%	59	47.58%	+19.07%
17. Cooperation with employers	13	5.70%	14	11.29%	+5.59%
18. Extracurriculars from outside organizations (externals)	160	70.18%	103	83.06%	+12.88%
∅		34.27%		55.91%	+21.64%

Note. The areas of care for the gifted declared by more than 50% of schools (columns b, c) and an improvement (column d) higher than 26% are in bold.

Figure 1. Model of school-based conceptions of giftedness at general secondary schools.