Baudry C, Massé L, Verret C, *Lagacé-Leblanc J, *Primeau V, *Martineau-Crète I, Couture C, Nadeau M-F, Bégin J-Y. (2023). Cross analysis of pedagogical differentiation practices fostering the inclusion of gifted students at the primary level. McGill Journal of Education/Revue des sciences de l'éducation de McGill. 56(2/3): 179-200.
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.