Environmental Frameworks for the Gifted in the Periphery and Center Regions in Israel: Parents’ and Teachers’ Perceptions

Abstract

This study aimed at mapping the environmental frameworks available for gifted children and their families in both the periphery and central regions in Israel, based on Bronfenbrenner’s ecological systems theory. Twenty-six in-depth interviews were conducted with parents and educators from the two regions. The findings indicate that both groups of participants recognize the advantages of the pull-out programs and invest in family activities. However, in the periphery, parents spend more time with their children at home, have little or no contact with the teachers in the pull-out program, do not receive any guidance and support regarding their gifted child’s education, and perceive the governance and local authorities as less conducive to the education of their gifted children in comparison to parents from the center. The findings indicate the significant role of policymakers in the planning and development of frameworks at the individual and group levels for gifted children.