Non-Native Gifted Students in a Finnish Teacher Training School: A Case Study

Abstract

It is a global challenge to meet the needs of non-native gifted students in the classroom. This case study investigates how Finland, a country with a high-achieving school system and a growing multicultural student population, serves its non-native gifted students. In interviews at a Finnish teacher training school, non-native gifted students and their parents and teachers described their school experiences. The interviews were analyzed for patterns in two categories: instructional strategies and curriculum design. The findings highlight the fact that Finland’s education system is based on egalitarian approaches to learning in inclusive educational settings. The results show that teachers are differentiating for their gifted students and parents and students recognize this.