"Two studies a decade apart (Start, John, and Strange, 1975; Start, 1985) surveyed every Australian tertiary institution which offered teacher education programmes. Each was contacted with a questionnaire relating to their teacher education offerings in four areas: mentally, physically, or emotionally handicapped children, migrant children, socio-economically deprived children, and gifted and talented children.

The situation regarding teacher preparation in gifted education was twice as positive in the mid-1980s as it had been in the mid-1970s. Nevertheless, in 1984, for every hour on teaching the gifted, student teachers had been exposed to 18 to 24 hours on teaching the disadvantaged. Furthermore, sessions on gifted education usually comprised one single-hour lecture in a general course, or elective units of three to six lectures. Whereas every institution had at least one compulsory unit or course on one or other form of disadvantage, no institution in Australia had a compulsory unit on gifted. One college replied to the survey saying that its students could consider the intellectually able as one topic in a comprehensive course, and approximately one lecture would be devoted to the area. The name of the course was "Controversies in Education" (Start, 1985)."

She says it's less bad in the United States—as of 1993. The figure you give isn't encouraging, though.