Cross analysis of pedagogical differentiation practices fostering the inclusion of gifted students at the primary level

This study aims to identify pedagogical differentiation practices that facilitate or hinder the inclusion of gifted students in regular classrooms. The data collection carried out on 24 gifted pupils aged 6 to 11, their parents and their teachers includes a semi-structured interview, the use of WISC-VCDN-F and the Behavioral Assessment System of the Child, BASC-3CNF. The qualitative analysis of the dicourses makes it possible to cross the different perspectives of the actors. Respect for the pace of learning, in-depth differentiating of content and the quality of the teacher-student relationship promote the student's sense of inclusion and well-being. Conversely, repetition of content and activities that are too simple are perceived as harmful.