Educating Learners Identified by Teachers as Gifted and Talented in Primary Schools in Wareng District, Uasin Gishu County, Kenya
Mary Cheptanui Sambu, Jillo Sharamo Kalla, Sera Wanja Njue

Abstract
Learners who are gifted and talented have extra ordinary abilities and interests that require a differentiated curriculum. Kenya’s education system does not have a specialized curriculum in schools for them. The main purpose of the study was to establish which instructional strategies teachers use to educate learners who are gifted and talented in Primary schools in Wareng district, UasinGishu County, Kenya. Wareng district was purposively selected for the study because of its good performance in academics and sporting activities. The study adopted a mixed method approachand a descriptive survey research design.Ten schools werepurposively sampled using criteria of performance status. Ten headteachers were purposively picked and ninety nine teachers were selected using simple random sampling technique to get a sample size of one hundred respondents. Qualitative and quantitative data were collected using interview guides and questionnaires for headteachers and teachers respectively. Descriptive statistics using Statistical Package for Social Sciences (SPSS) programme were used to analyse quantitative data and presented in graphs, pie-charts, frequency tables and percentages while qualitative data were analysed according to the themes of the study. Both data were then triangulated to draw conclusions on the findings of the study. The study revealed that majority of teachers were conversant with various strategies of teaching the gifted and talented learners, however, they preferred using only one strategy that is, giving extra work, indicating a limitation on teacher’s competence to meet the diverse needs of gifted and talented learners.

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