A Glance Through The Parental Lens: Equity In The Education Of Gifted Children

Gifted children are unique in their parents, societies, and countries. All the services offered to them, including education, are critical. Therefore, specific plans are being prepared; considerable expenditures are made for their future. Science, and art centers (SACs), as one of the facilities established within this scope, have a unique place in the education of gifted children. These institutions are challenged by various infrastructural, managerial, and political difficulties. One of these is equity problems. In the current research, the equity problems experienced by gifted children during their education in SACs were discussed through the views of parents. Phenomenology, a qualitative research technique, was employed in the research. In this context, 15 parents whose gifted children were educated at a SAC in Elbistan district in Kahramanmaras province in Turkiye were interviewed. During the analysis, qualitative research software called MAXQDA 2020 was used. According to the findings, all participants are generally satisfied with the approach of SACs. However, gifted children experience various learning losses due to the pandemic, time, transportation challenges, and educational policies. The losses mentioned above also cause some equity problems. In other words, the educational services provided by the SAC discussed in the present research pose various issues in terms of equity. Participants think these problems will be solved by referring to individual education programs, coaching, parental education, and managerial expertise. However, the study's results make it possible to make inferences from different perspectives. It also includes suggestions for policy-makers, researchers, and practitioners.