H εκπαίδευση των χαρισματικών μαθητών: Παγκόσμιες πρακτικές και σχετική πολιτική στην Ελλάδα

Abstract

This paper initially describes the content of the concept of giftedness and the relevant approaches which are adopted globally and in Greece. It refers to the four dominant dimensions of the perception of "giftedness" (a) as a cognitive achievement, (b) as an aptitude, (c) as nature or nurture, and (d) as for its orientation towards individuality or collectivism. In addition to the above four dimensions, there is one approach that deliberately ignores giftedness for different reasons in every country in which it is adopted, while another one regards charismatic children as children with special educational needs. The paper also describes the criteria for integrating students into the category of charismatic children according to the Eurydice report (2006). It goes on with the practices and methods of different countries in identifying those students and the biased errors that appear during this process. Subsequently, the ways adopted in order to manage gifted students’ education are presented, which vary from country to country. In the European countries, the educational measures taken for charismatic children may be measures implemented outside or within the school, and within or alongside the formal school curriculum. In Greece, the development of evaluation standards and special educational programs for these pupils is entrusted to Schools or Departments of Universities, while no student can attend a class which is not for his/ her age. Afterwards, the issue of gifted children’s teachers’ training is examined, while those students’ school course and general evolvement is also investigated. Finally, regarding Greece, measures and strategies are proposed, in order for education tailored to the needs of each child –and not only the gifted ones- to be achieved.