Gifted education in early childhood: Rethinking inclusion through exploring policy on Specialised provisions in Norway
Inclusive education is a key principle in Norway’s early childhood education and care (ECEC) policy. However, the needs of
gifted children (Norwegian: barn med stort læringspotensial) remain underexplored. This study examines theoretically, through
thematic analysis, how national ECEC policies address gifted education, including The Kindergarten Act (2006), Framework
Plan for Kindergartens (2017), whitepaper NOU 2016:14, two guideline documents concerning gifted education (Udir, 2019)
and special education (Udir, 2017). Specifically, it investigates the ways in which these policies refer to, conceptualize, and
prioritize support for gifted learners, thereby shedding light on the underlying assumptions and objectives that shape
educational practices at the ECEC level. The findings indicate a significant gap in explicit measures, leaving local
interpretations to determine practice. While policies emphasise inclusion, adaptation, and recognition of individual potential,
they lack specific guidance for identifying and supporting gifted children in the ECEC setting. Kindergarten in Norway offer
flexibility that can benefit gifted children, but this same flexibility risks neglecting their needs due to competing priorities, such
as supporting children with learning difficulties and addressing multicultural complexities. The study highlights the importance
of balancing general inclusion principles with targeted support for gifted children. Drawing on theories such as Sternberg’s
WICS model, and Renzulli’s Three-Ring Model, the research underscores the need for equitable systems that nurture
individual potential. It also emphasises the importance of aligning with UNESCO’s Salamanca Statement to create clearer
policies and frameworks. The study calls for national guidelines to ensure that gifted children are recognised and supported
within Norway’s inclusive ECEC framework.
gifted children (Norwegian: barn med stort læringspotensial) remain underexplored. This study examines theoretically, through
thematic analysis, how national ECEC policies address gifted education, including The Kindergarten Act (2006), Framework
Plan for Kindergartens (2017), whitepaper NOU 2016:14, two guideline documents concerning gifted education (Udir, 2019)
and special education (Udir, 2017). Specifically, it investigates the ways in which these policies refer to, conceptualize, and
prioritize support for gifted learners, thereby shedding light on the underlying assumptions and objectives that shape
educational practices at the ECEC level. The findings indicate a significant gap in explicit measures, leaving local
interpretations to determine practice. While policies emphasise inclusion, adaptation, and recognition of individual potential,
they lack specific guidance for identifying and supporting gifted children in the ECEC setting. Kindergarten in Norway offer
flexibility that can benefit gifted children, but this same flexibility risks neglecting their needs due to competing priorities, such
as supporting children with learning difficulties and addressing multicultural complexities. The study highlights the importance
of balancing general inclusion principles with targeted support for gifted children. Drawing on theories such as Sternberg’s
WICS model, and Renzulli’s Three-Ring Model, the research underscores the need for equitable systems that nurture
individual potential. It also emphasises the importance of aligning with UNESCO’s Salamanca Statement to create clearer
policies and frameworks. The study calls for national guidelines to ensure that gifted children are recognised and supported
within Norway’s inclusive ECEC framework.
Publisert i 4th thematic European Council for High Ability (ECHA) conference on inclusion and sustainability., 2025
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