Уважавање образовних потреба даровитог детета у школи

Abstract

School is expected to support gifted children development by offering adequate education, thereby enabling children to display and use their strengths to a reasonable extent and at the right time, and all this to contribute to their growing up into creative creators. A gifted child is most frequently considered to be the one who possesses higher academic and intellectual abilities than other children do, which practically means more advanced cognitive functioning and knowing a lot more than peers from his/her class. Higher cognitive capacities demand much more from the teacher, requiring differentiation of teaching and individualization of learning. The analysis of gifted children educational needs confirms that they are greater or more urgent but basically identical or similar to those of other children. The attitude of public to providing special educational support for gifted children is ambivalent: they all agree that support is necessary, however, there is no agreement on what adequate support is. All types of gifted children educational treatment, from acceleration and separation to enrichment, have had good and bad aspects, so there is not a single, best solution. Gifted children respond very individually to what is going on in school; however, this is characteristic of other children too. Better-adapted educational offer to child’s capacities and preferences makes the applied methods more effective and learning more successful.