![]() 8/2013, to implement the personalization of teaching, also assessing the possibility of formalizing it in a personalized teaching plan. ![]() This development confirms the educational responsibility of teachers, already sanctioned by the regulation of Ministry No. ![]() 562 of 3 April 2019, which for the first time includes giftedness in an official document, formalizing the presence of gifted pupils among the Special Educational Needs (SEN). The turning point in Italian educational policy has recently come with MIUR Note No. Giftedness at school: legislation and needs In fact, in recent years, the advancement of research on the topic of giftedness has shifted the focus from a view of giftedness as permanent and rigidly linked to the individual ( Galton, 1869 Terman, 1925 Witty, 1958) to a dynamic and multidimensional view ( Renzulli, 1978 Tannenbaum, 1986 Gagné, 1993 Weisberg, 2006 Davis et al., 2011) of exceptionalism influenced, at multiple levels, by contextual systems ( Bronfenbrenner, 1979). This study corroborates the multidimensional theories that, beyond the genetic factor, variables such as sociocultural environment and intrapersonal factors are determinants. However, contrary to the biological determinism hypothesized by Terman, the investigation made it clear that intelligence measured at school age was not a sufficiently relevant factor to ensure success in adulthood in professional life. The research continued until his final years, and subsequent follow-ups were carried on by other researchers. His goal was to show that IQ measured at school age remained unchanged in adulthood and inevitably translated into professional success. He initiated a longitudinal study involving 1,528 children between the ages of 8 and 12 years with IQs of at least 135. In 1921, Lewis Terman expressed interest in formulating the developmental process of children with high intellectual abilities. ![]() The first studies on giftedness were conducted in the field of psychometry and currently, the measurement of Intellectual Quotient (IQ) remains the main and the only method often used to identify gifted people ( Carman, 2013). Approximately two decades later, Recommendation 1248 ( Parliamentary Assembly Council of Europe, 1994) was published in Europe, which reiterated the need for education, as a fundamental right of every individual, to be appropriate for all, emphasizing the importance of adopting special measures to support gifted individuals. The awareness of the role of educational context in the development of potential of gifted children formally emerged in the first national report on gifted education, the Marland (1972), in which the United States of America was recommended to take specific measures to support giftedness, emphasizing the need for customizing educational and didactic programming for these gifted students. From a quantitative to a qualitative model of intelligence Introduction: Toward a pedagogy of talent: Gifted education and inclusive school 1.1. This review reveals gaps and emerging trends in gifted education research, suggesting possibilities and future perspectives.ġ. This geographic predominance, which does not cover the European and eastern parts of the world, may depend on the fact that the databases used select results based on the use of English. The present review shows a conspicuous production on gifted education, with the predominance of recently published articles (indicative of vivid interest in the topic) and of American origin. The main model is the SEM-(Schoolwide Enrichment Model). The texts highlight numerous instructional and educational programming models for gifted students in all school grades. Multiple tools for identifying the gifted students (for use by psychologists, pedagogists, educators, and teachers) emerge from the findings of the present study. The present article is organized as follows: introduction to the topic definition of the objectives, research questions, and methodological protocol selection, evaluation, and synthesis of the abstract studies discussion and evaluation of the results and conclusions. To this end, a systematic review of scientific texts published between 20 was carried out. The present study aims to discuss the state of the art inherent in pedagogical-didactic research on the education of gifted students. Department of Human and Social Sciences, University of Salento, Lecce, Italy.
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