Abstract:

The study aimed at assessing the existence and effective use of Food Technology specialised resources for exceptionally gifted learners at high school level. The objectives of this study were to assess if Food Technology specialised resources existed for gifted children in the high school as well as to examine how specially gifted children can effectively use available provisions to facilitate learning of Food Technology. The qualitative study was a case of one selected high school in Mutare district, Manicaland province. Six teachers and two administrators (school head and head of department Food Technology) were purposively selected from a population of 32 high school teachers. In-depth interviews were the study instruments used to collect data. Data collected were thematically analysed and discussed. The major findings revealed that Food Technology specialised resources existed in very limited quantities for gifted children in the school. In some instances, these resources were hardly noticeable, thus making it difficult to effectively use available provisions to facilitate learning. In the few instances where exceptional learners were identified, they were not given any work different from the average or slow learners. Three major strategies were identified as ideal in helping exceptional learners. These were acceleration, enrichment and segregation/grouping. It is recommended that teachers and school administrators be continuously trained on correct handling of learners with exceptional abilities, especially in technical subjects. They can also develop and make correct use of available resources to help the learners reach their full potential. Contribution/Originality of study: This research article addresses aspects on how high school learners who are exceptionally gifted in the Food Technology discipline can be helped to realise their full potentials. The study contributes to the body of knowledge in Food Technology education which gives an insight to educationists and parents, that failure to adequately equip gifted learners with specialised resources may discourage their learning, thwart the great potential in them, thus depriving communities of great technological advancement.