Gifted pupils do not always receive appropriate support within mainstream education. This thesis examines how teachers, school leaders and parents are involved in the education of these pupils and how they experience communication about this. From a systemic perspective (in which the interaction between pupil and environment is central), three studies were conducted to map these experiences. The results show that effective collaboration is promoted by willingness, accessibility and knowledge sharing. If these factors are lacking, communication and involvement are hampered. Across the board, it appears that good communication and involvement reinforce each other: when people feel heard, collaboration improves. The thesis contributes to knowledge about inclusive education for gifted pupils by showing that successful support depends not only on teaching materials or policy, but above all on cooperation between people. Inclusive education for gifted pupils can be strengthened by focusing on communication and engagement.
Jessica Vergeer (MSc) obtained a Bachelor's degree in Educational Sciences and Educational Studies (Radboud University), a PABO diploma (HAN) and followed the Master's programme in Developmental Cognitive Neuroscience at the University of York (UK). During her career, she has worked as a primary school teacher and as a junior researcher. Her doctoral research focused on a systemic approach to giftedness in education and was part of the IMAGE project (Impact of Activities in Gifted Education). Jessica is currently an assistant professor at the Institute of Education and Child Studies at Leiden University, where she combines teaching and research on children with diverse educational needs.