In-House Teacher Training Programme
Title: Gifted Learners within Inclusive Classrooms
Aligned With: NEP 2020 & CBSE Inclusive Education Framework
Date and Time: 10 th January 2026; 1:00 PM to 3:00 PM
Resource Person: Ms. Kunjal Katre, Special Educator
Participants: Teaching Staff VPMS, Pune
The in-house teacher training session was conducted to enhance teachers’ understanding of gifted learners within inclusive classroom settings. Moving beyond common myths, the programme focused on practical classroom realities, inclusive teaching strategies, and the
importance of responding to diverse learning needs without labelling. The session reinforced the idea that “giftedness is not a category apart, but one form of learner diversity” and must be addressed within regular classrooms through thoughtful pedagogy rather than segregation or additional workload.
Teachers explored the concept of giftedness beyond high academic performance and gained insight into its varied expressions in real classrooms. The discussion covered common misconceptions, classroom challenges faced by gifted learners, patterns of underachievement
arising from unmet learning needs, and associated behavioural and emotional concerns. An introduction to twice-exceptional learners further highlighted the complexity of learner profiles within inclusive settings. Practical classroom interventions were shared, along with
reflective discussion on practices teachers should avoid, particularly the use of labels.
An initial reflective activity encouraged teachers to identify students they perceived as gifted and note observable characteristics. This activity was revisited towards the end of the session, allowing teachers to reflect on the shift in their understanding. A sensitively handled case- based discussion illustrated the long-term impact of unmet cognitive and emotional needs, reinforcing the message that “when learning needs are ignored, potential does not disappear- it finds expression elsewhere.”
Overall, the training enabled teachers to develop a deeper, more empathetic understanding of gifted learners within inclusive classrooms. Emphasis was placed on providing appropriate challenge rather than additional workload, recognising behaviour as a form of
communication, and creating emotionally safe learning environments. The session successfully aligned inclusive education principles with everyday classroom practices and reaffirmed the school’s commitment to making learning meaningful, equitable, and supportive for every child.
Submitted by: Ms. Kunjal Katre, Special Educator
