Advisor(s)
Abstract(s)
Grandes questões se colocam e questionam acerca da verdadeira importância na
identificação de crianças sobredotadas. A resposta a esta questão parece residir na
convicção de que a identificação é a única forma de proporcionar ao sobredotado um
contexto educativo e desenvolvimental adequado às suas características e necessidades.
A identificação do sobredotado possibilitará a emergência de um atendimento
diferenciado e personalizado, por parte dos diferentes agentes educativos (Hollinger &
Kosek, 1985; Mönks, 1997). Integrar um aluno sobredotado numa turma do ensino
regular e não lhe prestar um atendimento diferenciado causará, segundo Freeman (1979,
1983, 1991) inúmeros prejuízos. Assim, estes alunos revelam comportamentos
indisciplinados, fruto da frequência em aulas repetitivas e pouco estimuladoras, que em
nada satisfazem as suas necessidades, curiosidades e interesses. Concomitantemente,
poderão revelar um desinteresse crescente face à realidade escolar ou mesmo um padrão
de comportamentos conformistas, como que aceitando que não traz qualquer benefício
demonstrar a sua diferença.
A identificação deverá então ser encarada como o ponto de partida para uma
intervenção verdadeiramente eficiente, isto porque de nada serve rotular uma criança,
criar expectativas e não intervir.
Este estudo tem como objetivo divulgar as perceções sobre a importância da
implementação de programas de enriquecimento, como forma de integração deste grupo
de crianças, quer na escola quer na sociedade. A amostra em estudo, consta de cerca de
52 participantes, uma equipa multidisciplinar (pais, técnicos e responsáveis pela equipa
dos programas de enriquecimento da ANEIS).
Big questions are made and we ask ourselves about the importance of the identification of gifted children. The answer to that question seems to be in the conviction that the identification is the only way to provide to the gifted person an adequate educational context and an environment where he can improve according to its characteristics and needs. The identification of the gifted child will allow the emergency of differentiated and individual services by the different educational agents (Hollinger & Kosek, 1985; Mönks, 1997). To integrate a differentiated service in a regular class and not provide a differentiated service will, according to Freeman (1979, 1983, 1991), cause several damages. This is why those students reveal undisciplined behaviors, as a result of repetitive classes with no stimulation that don’t satisfy their needs, curiosity and interests. They may also reveal an increasing lack of interest towards the school reality or even a standard of conformist behavior, like if they believed it is no use to show your difference. The identification should be faced as a starting point to a truly effective intervention because it is no use to rotulate a child, to create expectations without intervening. The main goal of this study is to spread the perceptions about the importance to implement enrichment programmes, as a way to integrate this group of children, in the school and the society. The sample to study includes 52 participants, a multidisciplinary team (parents, technicians and responsible for the enrichment program team ANEIS).
Big questions are made and we ask ourselves about the importance of the identification of gifted children. The answer to that question seems to be in the conviction that the identification is the only way to provide to the gifted person an adequate educational context and an environment where he can improve according to its characteristics and needs. The identification of the gifted child will allow the emergency of differentiated and individual services by the different educational agents (Hollinger & Kosek, 1985; Mönks, 1997). To integrate a differentiated service in a regular class and not provide a differentiated service will, according to Freeman (1979, 1983, 1991), cause several damages. This is why those students reveal undisciplined behaviors, as a result of repetitive classes with no stimulation that don’t satisfy their needs, curiosity and interests. They may also reveal an increasing lack of interest towards the school reality or even a standard of conformist behavior, like if they believed it is no use to show your difference. The identification should be faced as a starting point to a truly effective intervention because it is no use to rotulate a child, to create expectations without intervening. The main goal of this study is to spread the perceptions about the importance to implement enrichment programmes, as a way to integrate this group of children, in the school and the society. The sample to study includes 52 participants, a multidisciplinary team (parents, technicians and responsible for the enrichment program team ANEIS).