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Participatory Listening Orientation Across Gifted and Special Education Class Types and Listening Training — Benna Haas, Cindy Gilson, Thomas Connors, & Laytora Dash

Tuesday, May 21, 2024, 8:00 – 9:00 am, Lawrence D. McHugh Hall, Room MCHU 205

Listening plays an important role in the daily discourse interactions between teachers and students, influencing the ability to understand and respond to students (Arcavi & Isoda, 2007; Davis, 1997; Gilson & Little, 2016). However, there is a paucity of research focusing on the listening orientations of teachers, particularly those dedicated to special and gifted education (Gilson et al., 2022). This study includes 290 educators who teach in a gifted class, special education class, and both gifted and special education classes. Our investigation aims to answer three research questions using two-way ANOVA: (a) Are there any differences in participatory listening orientation (PLO) between special, gifted, and both class types? (b) Is there a difference in PLO between those who had training and had no training in listening? (c) Does the difference between class types and PLO vary across people who have received or did not receive listening training? The preliminary findings reveal that gifted education teachers who received listening training exhibited the highest PLO scores compared to those special education classes and combined classes. The preliminary result has implications on the ways in which gifted education researchers, administrators, and specialists provide differentiated professional learning on listening for teachers of students with gifts, talents, and co-existing disabilities.