We report the findings of a qualitative study embedded in an interpretive paradigm to
determine the perceptions of South African primary school teachers and principals regarding
the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the
Foundation Phase (Grades 1–3) in public primary schools situated in communities that were
representative of the different socio-economic and language groups in the Western Cape
province participated in the study. Qualitative data collection methods included in-depth
individual semi-structured interviews with the eight principals and two semi-structured focus
group interviews with the 16 classroom teachers. Qualitative content analysis revealed the
following themes: inclusive education and the learner who is gifted; curriculum differentiation;
obstacles to curriculum differentiation; and possible solutions for more effectively including
the gifted learner. Despite their diversity in terms of culture, language and positioning by the
previous apartheid regime, the participants acknowledged the marginalisation by default of
gifted learners. Gifted learners were most often those who were not receiving appropriate
education and support and data suggested that a particular drive for the inclusion of gifted
learners was absent in the agenda of education authorities.

doi: 10.15700/saje.v33n1a603