TEACHERS' PYCHO-SOCIAL SUPPORT FOR GIFTED AND TALENTED LEARNERS IN AN INCLUSIVE EDUCATION

OLUSOLA AKINTUNDE ADEDIRAN; ADEBAYO ADEYINKA SALAKO

doi:10.70382/sjestp.v9i8.047

Authors

OLUSOLA AKINTUNDE ADEDIRAN, Ph.D. Faculty of Specialised and Professional Education, Department of Special Education and Guidance and Counselling, Emmanuel Alayande University of Education, Oyo, Oyo State, Nigeria Author
ADEBAYO ADEYINKA SALAKO, Ph.D. Faculty of Specialised and Professional Education, Department of Special Education and Guidance and Counselling, Emmanuel Alayande University of Education, Oyo, Oyo State, Nigeria Author

DOI:

https://doi.org/10.70382/sjestp.v9i8.047

Keywords:

Teachers, Psychosocial Support, Gifted and Talented, Inclusive Education, Students with Disabilities

Abstract

Gifted and talented learners require specialized support within inclusive education settings to maximize their potential and well-being. This paper explores the role of teacher psychosocial support in fostering the academic, emotional, and social development of these learners, using psychosocial theory as a framework. Psychosocial theory, particularly Erik Erikson's stages of development, emphasizes the importance of social interactions and emotional well-being in shaping identity and learning experiences. Teachers play a crucial role in providing emotional encouragement, fostering a growth mindset, and creating an inclusive environment where gifted students feel challenged yet supported. The study addresses the unique needs of gifted learners while ensuring their integration into mainstream classrooms. It was suggested that effective psychosocial support enhances motivation, resilience, and overall psychological well-being, leading to improved educational outcomes. The study concludes with recommendations for teacher training and policy development to strengthen psychosocial support structures within inclusive education settings.