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In the present study, the authors, Lucy, Alefiya and Tida, have examined the perspectives of teachers in Malaysia who are involved in inclusive education. The primary aim of the study is to shed light on the challenges and opportunities associated with implementing inclusive practices in Malaysian schools. In their study, the researchers have employed a qualitative research methodology and have further used semi-structured interviews with a sample of instructors from various educational contexts. In addition to this, the authors have also emphasised gathering essential and relevant information on how teachers perceive inclusive education, the methods they employ to serve children with different needs, and the challenges they face in the process.

The findings of these researchers highlight a wide range of important themes. First of all, the teachers promoted inclusive education and emphasised the value of giving all pupils an equal chance at success in school. Through their research, they noted that students with impairments and their peers who are usually developing both gain from inclusion. Second, the study outlined a number of challenges faced by teachers when putting inclusive methods into use. These difficulties included a lack of funding and assistance, a lack of training in inclusive teaching techniques, and the requirement for greater cooperation between teachers, parents, and support personnel. Thirdly, the study identifies a few of the tactics that educators have found successful in encouraging inclusivity. These techniques included tailored education, peer support, and changing instructional methods to account for individual learning preferences.

This paper offers valuable information about the perspective of teachers on inclusive education in Malaysia. It further adds to the body of knowledge on inclusive practices and makes suggestions for educators and politicians on how to build more inclusive classrooms that meet the needs of all kids, regardless of their ability. The study also emphasises the value of providing teachers with chances for professional growth in order to give them the information and abilities they need to implement inclusive education in their classrooms successfully. However, it lacks focus on gifted students and the challenges faced by them. It must be kept in mind while conducting future research to include the perspectives of gifted students to provide better solutions to the problem at hand.

Even though the present article is not directly related to the proposed issue by addressing the language learning difficulties faced by gifted children, it highlights the importance and needs for an inclusive approach with regard to education. Additionally, it provides valuable insights into the opinions of teachers on accommodating the needs of diverse students. Understanding the challenges and strategies used by teachers to implement inclusive practices can facilitate support for gifted students with language learning difficulties. The study emphasises differentiated instruction and adopting teaching methods that align with the need to address the unique ways of thinking and learning of gifted students. It is crucial to note that combining the present study with targeted research on giftedness and language learning difficulties can result in a proficient discussion.

This article examines teaching and learning strategies for effectively gifted children in relation to their needs and interests. The primary aim of this study is to identify the problems and difficulties talented students face in the conventional school environment and to offer a solution. The researchers have adopted a quantitative method of research by conducting surveys and standardised tests to assess academic performance and interest inventories and analyse test scores to measure the effectiveness of the proposed strategy. Furthermore, the researchers have argued that the archaic teaching strategy and educational approach fails to adequately engage and challenge gifted students, which leads to frustration and a sense of underachievement in them.

The article further offers insightful information on how to recognise and address the unique needs and requirements of gifted children in terms of language learning. These kids, particularly those who find language acquisition difficult, can think and learn more effectively if teachers adopt individualised learning plans and provide them with a variety of instructions. It also emphasises how important it is to acknowledge different types of giftedness because doing so allows for the development of advanced language skills despite obstacles.

The authors also suggest a strategy for teaching talented students that centres on creating individualised learning plans and giving them instructions that are tailored to their particular abilities and interests. The approach they suggest involves specially designed language programs, as well as engaging and innovative activities that cater to the interests and needs of exceptional children, enhancing their experience of language learning. The article, however, has failed to venture into the field of education, underlining the lack o attention given to the needs of gifted students.

While conventional techniques and strategies are formulated to cater to the needs of an average student, gifted children often have varied learning styles and demand more targeted attention. The implementation of this proposed strategy can result in many productive outcomes. Besides that, further research extends the scope of exploration of a wide range of aspects that would enhance the education of gifted children in the future. These aspects are inclusive of teacher training support, differentiation techniques, in-depth evaluation, and parental and community involvement.

The article by Stein and Poole, "Meeting the Interests and Needs of Gifted Children: A Strategy for Teaching and Learning," is quite pertinent to the topic at hand. The study investigates the interests and requirements of gifted kids and offers a method for efficiently modifying instruction. The linguistic development of gifted kids can be supported by using this method in the context of language learning, particularly in English. Language learning difficulties in gifted children can take many different forms, including accelerated language learning, increased sensitivity to language nuances, or difficulties maintaining interest due to a lack of intellectual stimulation. These difficulties may be caused by their distinctive ways of thinking and learning, which are discussed in the article.

The research carried out in 2017 by Gokaydin, Baglama, and Uzunboylu evaluates the language learning process of gifted students by using a content analysis study. In order to undertake this study, it was necessary to examine the unique difficulties and trends that talented children encountered when learning languages. The primary aim of the study is to gain relevant and valuable insights into the unique needs and characteristics of talented learners through analysis of the material that has already been written about them and case studies. The content analysis revealed several implications associated with the language learning of gifted students. This method of content analysis employed by the researchers helps them collect and analyse numerical data while exploring the experiences and perspectives of participants through interviews and observations.

The research conducted by Gokaydin, Baglama and Uzunboylu in the year 2017 examines the process of language learning of gifted students by way of a content analysis study. The research has been conducted by delving into the specific challenges and patterns in the experiences of language learning of gifted children. The primary aim of the authors is to gain relevant and valuable insights into the unique characteristics and needs of gifted learners by way of analysis of existing literature and case studies. Several key findings associated with the language learning of gifted individuals were revealed through the content analysis. On the contrary, their unique ways of thinking and learning can lead to further challenges, like boredom with traditional language learning techniques or struggling with daily tasks due to a preference for creative and challenging activities. Besides that, the study sheds light on the significance of providing an intellectually stimulating and enriched language learning atmosphere for gifted students to keep them engrossed and motivated throughout the learning process.

The research gap in the paper "Language Learning of Gifted Individuals: A Content Analysis Study" is due to its limited exploration of the socio-emotional and affective components of the challenges faced by gifted students in the language learning process. The study illuminates the cognitive difficulties and tendencies of gifted language learners, but it ignores the emotional and social elements that may have an impact on their language learning processes. Future studies should look into how social, cognitive, and socioemotional aspects interact to affect how well-rounded students learn languages. It may be possible to develop more comprehensive strategies that address the full spectrum of difficulties faced by talented language learners by investigating how emotional health, social relationships, and peer support affect language learning outcomes.

The study has a clear connection to the concerns raised about the challenges students in Malaysia face when learning a new language. It specifically discusses the situation of gifted language learners and emphasises the impact of their giftedness on their language-learning process. Understanding the issues and patterns identified in this research can provide invaluable guidance to teachers and policymakers in Malaysia a formulating a tailored language learning program for gifted language learners. This is important to adopt this concept and approach in the contemporary educational system so that gifted children feel involved and are given an equal opportunity to accomplish their academic goals, primarily related to learning the English language.

Brewer's research in "Exploring Speech and Language Skills in Gifted Children: A Parent Perspective" is concerned with investigating the speech and language skills of gifted children from the perspective of their parents. The purpose of the study is to learn more about how parents view the difficulties and communication skills of their brilliant children. The study offers insightful perspectives on the speech and language of gifted students by analysing the observations and experiences of parents. In order to evaluate the in-depth experiences and viewpoints of parents on the topic, the researchers used a qualitative research methodology in this study. To understand the challenges faced by gifted students in language acquisition and to get the viewpoint of the parents on these challenges, they conducted interviews and consulted case studies.

The study identifies a number of significant discoveries through surveys and interviews with parents of gifted children. Children who are gifted frequently have sophisticated linguistic abilities, and many of them reach developmental milestones earlier than their peers. Parents do, however, also mention some communication difficulties, such as verbal precocity that causes social and emotional difficulties, trouble articulating complicated thoughts, and asynchronous speech and language development. The study also highlights how critical it is to take into consideration the unique speech and language development of gifted children. The communication challenges and strengths of each child are influenced by their particular cognitive and socioemotional traits.

The research has various implications for tackling the challenges in language learning among gifted kids in Malaysia. The self-esteem of gifted children can be boosted, and a pleasant learning atmosphere can be created by recognising and valuing their unique language abilities. Educators and teachers can use this information to create individualised language learning programs for gifted students that adequately challenge and interest them. Understanding how speech and language abilities develop asynchronously can help teachers identify and address particular areas that need more support. Children who are gifted and have communication difficulties may benefit from early interventions and specialised language treatment, which can help them get over potential language learning obstacles.

The research gap in Brewer's study is the lack of investigation into the socio-emotional and affective components of speech and language skills in gifted children from a parent's perspective. The study primarily focuses on cognitive characteristics while ignoring potential emotional and social components that may affect gifted children's communication abilities and limitations. Future studies should venture into the parent perspective study by combining it with teachers' perspectives, as they have essential knowledge on how gifted individuals acquire their language skills in a classroom setting. Comparing the viewpoints of parents and teachers can help close the gap between home and school in order to better comprehend the language learning requirements of gifted children.

In a multicultural nation like Malaysia, it may also be essential to investigate how multicultural and multilingual circumstances affect gifted children's language development. Language learning strategies that are more sensitive to cultural differences can be developed by comprehending how linguistic variety affects the language learning experiences of exceptional children.

Connection Between the Articles

The studies hold a significant relevance to Malaysia's reported problem of gifted children having difficulty learning languages. Focuses on speech and language abilities, the study provides insightful information about the overall language development of gifted children. Gaining a comprehensive understanding of the linguistic difficulties gifted individuals experience with the support of parents' perspectives can guide teachers in formulating effective language learning interventions. In the study conducted by Bailey et al. (2015) it is seen that lack of funding and assistance is seen among the non-gifted children. Stein et al., (1997) study is focusing on the ways that how much sources will be there for the gifted children. Gokaydin et al., (2017) study will be examining the unique difficulties and trends that talented children encountered when learning languages. Brewer et al., (2016) study focuses on investigating the speech and language skills of gifted children. All these studies will be discussing the challenges of Teaching Gifted Students in Malaysia.

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