Author: Feruza Aliyeva, Xeniya Artamonova, Aigerim Kulzhabekova

DOI: 10.62670/2308-7668.2026.55.1.005

Source: Issue: vol. 55 No. 1: 10 April 2026

Publisher: PE "Center of Excellence"

Document type: Research article

Abstract

This action research study investigates the use of Kaplan’s Depth and Complexity icons as a differentiation strategy for gifted learners in inclusive classrooms at Nazarbayev Intellectual Schools. Inclusive education aims to provide equitable learning opportunities for all students, including those with high academic potential who require appropriate challenge to remain engaged. The study was conducted in mixed-ability classrooms. The findings indicate that the use of Kaplan icons increased student engagement, supported the development of higher-order thinking skills, and encouraged greater learner autonomy. The results suggest that Kaplan’s Depth and Complexity framework is an effective and practical tool for differentiating instruction for gifted learners while maintaining inclusive classroom practices.

Key words: gifted students, inclusive classrooms, Kaplan’s Depth and Complexity framework

References

1. UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000248254
2. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. Paris: UNESCO.
3. VanTassel-Baska, J. (2018). Using the integrated curriculum model to design differentiated curriculum for gifted learners. Gifted Child Today, 41(1), 27–35. https://doi.org/10.1177/1076217517737985
4. Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551–576. https://psycnet.apa.org/doi/10.1146/annurev-psych-010418-102846
5. Renzulli, J. S., & Reis, S. M. (2014). The schoolwide enrichment model: A how-to guide for talent development (3rd ed.). Waco, TX: Prufrock Press.
6. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
7. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: ASCD.
8. Kaplan, S. N. (2022). Differentiated curriculum and instruction for advanced and gifted learners. Routledge.
9. Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615
10. Kaplan, S., & Hertzog, N. B. (2016). Pedagogy for early childhood gifted education. Gifted Child Today, 39(3), 134–139. https://doi.org/10.1177/1076217516644637
11. Kaplan, S. N. (2016). Challenge vs. Differentiation: Why, What, and How. Gifted Child Today, 39(2), 114-115.
12. Kaplan, S. N. (2022). Factors affecting the perceptions and practices of differentiated curricula and pedagogies for gifted and talented student+H5s. Education Sciences, 12(1), 41. https://doi.org/10.3390/educsci12010041