Gifted and talented children should be identified at an early stage and provided with opportunities to thrive, flourish, and develop in inclusive education. Inclusive education refers to a sense of belonging, and development to one’s fullest, including talent development. This international scoping review aims to investigate contextual and environmental factors contributing to well-functioning inclusive education, with a particular focus on early identification of gifted and talented children. The Bioecological model for human development and the Differentiating Model of Giftedness and Talent constituted the framework. Twenty-three (N=23) research articles were included and two thematical analyses were conducted. Regarding early identification, five influential factors (i.e., themes) were created: Knowledge about giftedness and talent; Opportunities for all children to demonstrate their abilities; Identification strategies; Collaborations; and Teacher education and professional development. Regarding well-functioning inclusive education, five factors (i.e., themes) were created, which, in addition to early identification, will also play a role; these were: Policies recognising inclusion and gifted and talented children; Appreciation of diversity; Additional educational provisions; Peer interactions and learning; and Home-school partnership. A factor model for early identification and well-functioning inclusive education targeting giftedness and talent is presented, and suggestions for practitioners and further research are provided.
The review was supported by “Educational provisions for gifted or highly able students in inclusive educational systems: Gifted Education Doctoral Programme for teacher educators” and the Swedish Research Council.