INCLUSION OF INTELLECTUALLY GIFTED LEARNERS IN FOREIGN LANGUAGE EDUCATION IN SLOVAK PRIMARY SCHOOLS

Abstract

This study analyses the limitations of inclusive education for intellectually gifted learners with specific linguistic talent in Slovak primary schools. The findings reveal a significant discrepancy between legislative declarations and actual educational practice: giftedness is predominantly developed outside the school environment, while the school system is unable to respond flexibly to the specific educational needs of gifted learners. In most cases, individualised education programmes remain largely formal, while instructional differentiation is reduced to quantitative enrichment and an increase in the amount of learning material. At the same time, a rigid curriculum limits opportunities for vertical acceleration. A qualitative analysis of interviews with teachers (N = 8) also reveals a high risk of misdiagnosis, particularly when manifestations of cognitive frustration are incorrectly interpreted as symptoms of ADHD or autism spectrum disorder (ASD). The study highlights the need for a fundamental transformation of curricular flexibility, methodological support, and the integration of diagnostic processes with instructional practice in order to enable the effective development of the linguistic talent of intellectually gifted learners.