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<p>Equitable access to science, technology, engineering, and mathematics (STEM) education remains a critical issue, particularly for students with disabilities who possess high potential. Identifying and supporting giftedness within this group is complex due to overlapping characteristics and conventional identification procedures that may unintentionally create barriers. This study investigates these barriers from a mathematics educational perspective through an expert interview study conducted in Germany. It focuses on mathematical giftedness in combination with Speech and Language Disorders (SLD), Low Vision and Blindness (LVB), and Deaf and Hard of Hearing (DHH), representing a subset of the broad spectrum of disabilities and exemplifying categories of special educational needs that require customized educational materials and accessibility adaptations. Results reveal that standardization in identification procedures for mathematical giftedness hinders equitable participation, while open and flexible approaches better accommodate individual needs. Additionally, the findings underscore the importance of reflecting on and adapting identification practices across STEM disciplines to foster the development of giftedness in students with disabilities.</p>

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Identifying and Fostering Giftedness in Students with Disabilities – Potential Barriers in Identification and Support from a Mathematics Educational Perspective

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月12日

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  • Sarah Beumann,
  • Dirk Weber,
  • Ralf Benölken

摘要

Equitable access to science, technology, engineering, and mathematics (STEM) education remains a critical issue, particularly for students with disabilities who possess high potential. Identifying and supporting giftedness within this group is complex due to overlapping characteristics and conventional identification procedures that may unintentionally create barriers. This study investigates these barriers from a mathematics educational perspective through an expert interview study conducted in Germany. It focuses on mathematical giftedness in combination with Speech and Language Disorders (SLD), Low Vision and Blindness (LVB), and Deaf and Hard of Hearing (DHH), representing a subset of the broad spectrum of disabilities and exemplifying categories of special educational needs that require customized educational materials and accessibility adaptations. Results reveal that standardization in identification procedures for mathematical giftedness hinders equitable participation, while open and flexible approaches better accommodate individual needs. Additionally, the findings underscore the importance of reflecting on and adapting identification practices across STEM disciplines to foster the development of giftedness in students with disabilities.