Abstract
The aim of the paper is to present the issues in the field of identification and subsequent work with gifted and exceptionally gifted pupils in the Czech education system. Many investigations show that gifted and exceptionally gifted pupils are a neglected group in contrast to other pupils with other special educational needs.
It is necessary to reflect this fact. The following is a case study carried out in three mainstream primary schools reflecting on the possibilities of identifying and then working with gifted and exceptionally gifted pupils.
The research sample consists of teachers and special educators. Data collection was conducted through semi-structured interviews and content analysis of school curricula.
Data analysis was conducted through open codingand thematic coding. The results of the investigation showed a lack of further training of teaching staff in the field, insufficient awareness of pedagogical identification methods and low levels of cooperation between teachers and the school counselling centre.
The text concludes with recommendations for practice.