El niño sobredotadoaspectos psicológicos y educativos

Abstract

Investigators and educators concerned about gifted children agree to a great extent with the idea that the knowledge and educational treatment of gifted children has not been carried out accurately, either by the investigations and studies addressed to their psychological knowledge, or by the educational systems, which have not considered their educational peculiarities. In Spain, this theme has been directly dealt with since 1990, when the L.O.G.S.E. was promulgated, which recognized that every pupil nées a different response, among them high capacity pupils, depending on their characteristics and peculiarities. From this new framework, every teacher has to assume two important challenges: 1) To identify the gifted pupil and 2) to elaborate and offer an adequate educational proposal. To be able to respond to the first challenge, the teacher must know the gifted childs psychological characteristics and problems in the different areas: language, affective, emotional, psychomotor, learning style etc. To deal with the second one and offer an adequate educational proposal, the teacher must know and make use of a whole series of special educational strategies, adjusted to the gifted pupil's needs.