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Resumo A identificação das altas habilidades/superdotação (AH/SD) se mostra uma questão complexa e marcada pela falta de consenso. Assim, o presente estudo teve, como objetivo principal, conhecer as principais práticas utilizadas pelos profissionais que atuam nessa área. Trinta e três profissionais responderam a um questionário online contendo 13 questões. Os resultados indicaram que a maior parte deles faz uso de observação, entrevista com pais e professores e análise de desempenho escolar em sua prática. Os principais construtos avaliados são inteligência, criatividade e motivação, destacando-se a predominância de testes padronizados de inteligência, sendo que o principal público atendido são estudantes do Ensino Fundamental I. Diversas dificuldades foram relatadas, destacando-se a avaliação de casos de dupla excepcionalidade e diagnóstico diferencial. Os resultados reforçam a percepção da necessidade de mais estudos voltados à identificação das AH/SD, visando o estabelecimento de uma prática mais consensual e padronizada entre os profissionais. , Abstract The identification of giftedness (AH/SD) is a complex issue characterized by a lack of consensus. Thus, the main objective of this study was to determine the main practices used by professionals in this field. Thirty-three professionals completed an online questionnaire containing 13 questions. The results indicated that most of them made use of observation, interviews with parents and teachers, and analysis of school performance in their practice. Intelligence, creativity, and motivation are the main constructs evaluated, and the main audience served is elementary school students. Several difficulties were reported, highlighting the need to evaluate double exceptionality cases and differential diagnosis. The results reinforce the perception of the need for further studies aimed at identifying AH/SD, with a view to establishing more consensual and standardized practice among professionals. , Resumen La identificación de altas habilidades/superdotación (AH/SD) es un tema complejo y marcado por la falta de consenso, por lo que el presente estudio tuvo como objetivo primario conocer las principales prácticas utilizadas por los profesionales que actúan en esta área. Treinta y tres profesionales respondieron un cuestionario en línea que contenía 13 preguntas. Los resultados indicaron que la mayoría hacia uso de la observación, entrevistas con padres y profesores y análisis del desempeño escolar en su práctica. Los principales constructos evaluados son la inteligencia, la creatividad y la motivación, destacándose el predominio de las pruebas estandarizadas de inteligencia, siendo el público objetivo principal los alumnos de la Enseñanza Básica I. Se relataron varias dificultades, destacándose la evaluación de casos de doble excepcionalidad y diagnóstico diferencial. Los resultados refuerzan la percepción de la necesidad de más estudios encaminados a identificar la AH/SD, con miras a establecer una práctica más consensuada y estandarizada entre los profesionales.

This phenomenological qualitative study addressed The Experience of Being Gifted and Talented From the Perspective of Adolescents. The literature review supported the idea that there are many facets to an individual's experience of self and their place within different groups. Factors like identity development, social and emotional development, formation of friendships, and the experience of bullying are all parts of an adolescent's daily experience. The researcher recruited participants who met criteria for participation and then conducted interviews over Zoom. The study was open to all gifted and talented adolescents who were between the ages of 11 and 13. Seven participants' interviews were utilized to help deepen the understanding of the phenomenon of giftedness and the experience of self through the transcendental phenomenological model of inquiry. The interviews revealed that gifted and talented youth seemed to focus most of their attention on the following textural themes: (a) Desire to be True to Oneself, (b) Desire to Have the Opportunity to be Creative or Follow Passions, (c) Desire to be Treated Like or Viewed as Any Other Person, (d) Desire to be Challenged in Ways That Feel Fulfilling. These textural themes in turn represented the structural themes of temporality, relationship to self, and relationship to others. The overall parting message that the participants shared was the sentiment that they wanted to be viewed and appreciated for the qualities they possessed beyond giftedness. Most of the gifted and talented adolescents shared that giftedness was simply the way they received and processed information and that the other parts of their identity were just as valuable and important than just intelligence. The deeper understanding of gifted and talented adolescents' experience of self has provided rich information that can be utilized by family members, teachers, and counselors to better relate to and support the development of gifted and talented young people. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study examines the unique challenges of raising gifted children, focusing on two child-related risk factors for parental stress: cognitive asynchrony and stress management abilities. Path analysis revealed that poor stress management in children is associated with greater parental stress, as measured by the Difficult Child (DC) and Parent-Child Dysfunctional Interaction (PCDI) scales of the Parenting Stress Index. Cognitive discrepancies, particularly between Verbal Comprehension Index (VCI) and Processing Speed Index (PSI), were found to increase maternal stress but not paternal stress, highlighting a differential impact on parents. Additionally, the study identified a spillover effect, in which stress in one parent influences the other, amplifying family stress. These findings suggest that cognitive and emotional factors act as independent sources of stress, underscoring the need for interventions tailored to families of gifted children, with a focus on enhancing emotional competence to promote resilience and family well-being.

Donald Rodney (1961-1998) was one of the most gifted, perceptive, and innovative contemporary British artists of his time.A protagonist from the first generation of Black British-born art students in the early 1980s, Rodney and his peers brought a new dynamic to British art – a hitherto unseen interplay between aesthetics, politics, humour and Black consciousness.Donald Rodney: Art, Race and the Body Politicis the first book-length study of a protean practice which spanned the early 1980s to the late 1990s and included a prodigious output of work across painting, photography, collage, assemblage, sculpture, installation, and new technologies. Across eight meticulously researched chapters, the book examines the social and cultural events which inspired Rodney's artwork and the responses it elicited. From his formative years in the West Midlands as a leading exponent of ‘Black Art’, to a subsequent decade of unbridled visual innovation and social critique, the book ventures new detailed analyses of key works, exhibitions, artistic influences and collaborations. Deploying recurring metaphors of the ‘diseased’, traumatised and ‘raced’ body, Rodney addressed racial and social inequality, legacies of slavery, police brutality, sport, and Black male identity in novel and powerful ways. Attending to the artist’s material dexterity and visual acuity, the book considers how and why Rodney’s innovative practice uniquely challenged delineations between the political and non-political, personal and public, representation and visibility. Over a generation has passed since Rodney’s premature death from the effects of the hereditary blood disorder sickle cell anaemia at aged thirty-six. Despite this, Rodney's work continues to speak to our contemporary moment in a multiplicity of ways. As such, the book provides a much-needed critical perspective and insight to the work and legacy of a nonpareil British artist.

Known for decades but with minimal change, the underrepresentation of minority and low socioeconomic students in gifted programs has been a concern that needs to be brought to the forefront and addressed. Despite increasing diversity in schools and heightened attention to equity, the ongoing apprehension of underrepresentation remains. This mixed-methods explanatory research aims to delve into the ongoing concern and uncover its underlying causes. The study primarily focuses on the gifted program selection process, particularly the pivotal role of teachers and their impact on student access and opportunity. Study participants, engaged in educating gifted students from kindergarten through fifth grade, were selected through purposive sampling. Efforts were made to include both male and female participants, spanning various age groups, professional backgrounds, and ethnicities, drawn from multiple schools within a large urban school district in Southern California. Data collection methods comprised of an online survey and semi-structured interviews. The data analysis involved a multifaceted approach to extract comprehensive insights from the information gathered to uncover underlying themes and patterns. Manual open coding, cross-tabulation, and constant comparison served as instrumental methodologies used to ensure a thorough examination of both the quantitative and qualitative data collected. Findings from the data gathered reveal disparities in access to gifted education opportunities, with minority and low SES students less likely to be identified and recommended for gifted programs compared to their peers. In addition, findings highlight systemic barriers such as limited funding, biased identification practices, and lack of culturally responsive teaching as significant obstacles to equitable access. By integrating quantitative and qualitative data, this dissertation offers a comprehensive examination of the underrepresentation of minority and low SES students in gifted programs. Recommendations for policy reform, teacher training, and community engagement are proposed based on the findings, with the aim of fostering more inclusive and equitable gifted education practices. Overall, this study contributes to ongoing efforts to address educational inequities and promote diversity and inclusion within gifted education programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Introduction: This study investigates the relationship between High Intellectual Abilities (HIA) and hypersensitivity in primary school children, as well as gender differences in hypersensitivity. Methodology: A non-experimental comparative design was employed. The sample included 62 primary school students from the Community of Madrid, of whom 48.4% were diagnosed with HIA. The HSPS and EPAS-A scales were used to measure hypersensitivity. Results: Students with HIA showed significantly higher levels of sensitivity compared to their peers without HIA. Differences were significant across all dimensions of the EPAS-A, with greater depth of processing, emotional reactivity, sensitivity to nuances and subtleties, and overstimulation in students with HIA. Additionally, girls showed higher levels of sensitivity than boys. Conclusions: It is crucial to recognize and address the specific needs of students with HIA and hypersensitivity to support their emotional and academic development. The gender differences in hypersensitivity suggest that differentiated approaches should be considered in educational interventions. Creating an appropriate educational and emotional environment can foster the integral development of these students. Introducción: Este estudio investiga la relación entre las Altas Capacidades Intelectuales (ACI) y la hipersensibilidad en niños de Educación Primaria, así como las diferencias de género en la hipersensibilidad. Metodología: Se empleó un diseño no experimental de tipo comparativo. La muestra incluyó 62 estudiantes de Educación Primaria de la Comunidad de Madrid, de los cuales el 48,4% tenía diagnóstico de ACI. Se utilizaron las escalas HSPS y EPAS-A para medir la hipersensibilidad. Resultados: Los alumnos con ACI mostraron niveles significativamente más altos de hipersensibilidad en comparación con sus pares sin ACI. Las diferencias fueron significativas en todas las dimensiones de la EPAS-A, con mayor profundidad de procesamiento, reactividad emocional, sensibilidad para matices y sutilezas, y sobreestimulación en alumnos con ACI. Además, las niñas presentaron niveles más altos de hipersensibilidad que los niños. Conclusiones: Es crucial reconocer y abordar las necesidades específicas de los alumnos con ACI e hipersensibilidad para apoyar su desarrollo emocional y académico. Las diferencias por género en hipersensibilidad sugieren que se deben considerar enfoques diferenciados en las intervenciones educativas. Crear un entorno educativo y emocional adecuado puede favorecer el desarrollo integral de los estudiantes.

This study evaluates the efficacy of the Gifted Care Program implemented in public schools within the Al-Ahsa region of Saudi Arabia, with a dual focus on assessing its success in achieving predefined objectives and examining its impact on fostering independence among enrolled students. Utilizing a single-group experimental design (pre-test/post-test), the research involved a sample of 90 gifted students across four program levels, spanning grades six (primary) to nine (intermediate). The independent variable was the structured gifted program, while the dependent variable measured students’ level of independence through a validated psychometric scale. Statistical analysis employed the non-parametric Wilcoxon signed-rank test, supplemented by effect size calculations, to account for potential non-normal data distribution and quantify the magnitude of observed changes. Results demonstrated statistically significant improvements in students’ independence scores following program participation (p < 0.05) with a calculated effect size approximating 1.0—indicative of a robust practical impact according to conventional interpretive frameworks. These findings underscore the program’s success in cultivating an educational environment tailored to gifted learners’ cognitive and emotional needs, thereby enhancing critical thinking, creative problem-solving, and academic performance. The study further highlights the program’s alignment with broader educational goals of nurturing autonomy and self-directed learning competencies among gifted populations. The outcomes advocate for sustained investment in specialized gifted programs, emphasizing their capacity to address unique student needs while contributing to national human capital development. Recommendations include longitudinal studies to assess long-term impacts and curricular refinements to optimize scalability and inclusivity. This research advances empirical understanding of gifted education in Saudi Arabia, offering actionable insights for policymakers and educators committed to fostering excellence in specialized learning frameworks.

Uma das vertentes educativas mais férteis é a busca incessante por uma escola inclusiva, a qual contenha um projeto pedagógico que contemple as necessidades específicas de cada educando. Quando falamos de altas habilidades ou superdotação, surgem algumas ideias que nos levam a pensar em crianças prodígio e gênios em todas as áreas do conhecimento, mas, não é bem assim, essas crianças precisam de um olhar flexível para que suas necessidades sejam atendidas. Os professores precisam quebrar antigos paradigmas e utilizar de estratégias pedagógicas que atendam às necessidades desses alunos. Diante dessa situação, o que nós, educadores, podemos propor como desafios a esses alunos para que seus direitos de aprendizagem sejam garantidos? A investigação desta pesquisa se apoia em conhecer o olhar do educador sobre o conceito de altas habilidades ou superdotação e sobre a práxis educativa como forma de democratizar as necessidades individuais dos alunos superdotados. A referida pesquisa, nos leva a indagar e a refletir sobre: Os professores do ensino fundamental dos anos finais se apropriaram do conceito de altas habilidades ou superdotação ainda na universidade e sabem qual metodologia utilizar para que esses alunos se mantenham motivados e avancem em seu processo de aprendizagem? A referida pesquisa teve caráter qualitativo onde descreveu e interpretou os dados expostos pelos professores de uma escola na cidade de Natal/RN ao professor pesquisador a fim de analisar e revelar a visão do educador sobre a condição dos alunos com altas habilidades ou superdotação, realidade vivenciada no dia a dia de sala de aula e as metodologias adotadas.

Intellectually gifted students have the right to appropriately challenging learning experiences and the right to reach their potential; yet little is known about their learning experiences in mixed-ability classes in Australian primary schools from the students’ perspectives. In Australia, where most intellectually gifted students are in mixed-ability classes, teachers are expected to differentiate to meet the specific learning needs of students across the full range of abilities. The aim of this qualitative study was to examine the learning experiences of intellectually gifted students in mixed-ability classes in Western Australian primary schools and consider whether the mixed-ability classrooms were inclusive in terms of meeting their specific learning needs. Twelve students were interviewed from different primary schools, and interview questions focused on their learning experiences and what they would like their teachers to know about these experiences. Three themes were established from analysis: wasted learning opportunities; challenge and support; and learning and working with others. The findings are positioned with reference to the Australian education context and implications and recommendations are presented.

IntroductionIn today’s world, it is of great importance to raise qualified learners whose creative thinking skills and self-efficacy are developed and who can make various choices and take responsibility for their choices as well as implementing them by making their own decisions. In this regard, the study examined the role of gifted students’ self-efficacy (SE) as a mediator on the relationship between autonomous learning (AL) and creative cognition (CC).MethodsA proposed conceptual model was tested using a cross-sectional survey design. Based on “convenience sampling,” the study group consisted of 528 gifted secondary school students enrolled in three Science and Arts Centers in Ankara, Türkiye in the 2022–2023 academic year. A two-step Structural equation modelling (SEM) analysis was conducted for data analysis.Results and discussionThe findings revealed that AL positively and significantly predicted CC, SE was positively correlated with CC, and both dimensions of AL (Independence of Learning- IoL and Study habits- SH) had a significant direct and indirect influence on CC via SE, confirming that the dimensions of AL (IoL and SH) had distinct indirect influences on CC via SE. The study improves our understanding of the role that SE beliefs play in the interaction between AL and CC, which helps to expand and improve models that represent these processes. In order to create conditions that encourage AL, foster SE beliefs, and eventually improve CC among gifted students, educators, policymakers, and parents can create a learning environment that not only promotes AL and strong SH but also fosters SE and CC, ultimately leading to more innovative and self-reliant students.

The study of mental health among gifted and accelerated learners has continued to evolve since the publication of a chapter focused on their subjective well-being. This article provides an updated review of mental health research focusing on gifted learners, specifically through understanding flourishing is routed in their experiences of positive emotions, engagement, relationships, meaning, and accomplishment (PERMA theory). We explore literature published between 2017 and 2024 addressing PERMA as it relates to gifted, high-achieving, and accelerated youth. Recommendations for future research and practice are provided.

As artificial intelligence (AI) becomes more integrated into education, the ability to craft precise prompts, or “prompt engineering,” takes on new importance. Gifted students, with their natural creativity, analytical skills, and ability to connect ideas across disciplines, are well-positioned to excel in prompt engineering. Through specific questioning and follow-up prompts, gifted learners can deepen their engagement with AI, improving the quality and relevance of AI-generated responses. The introduction of models like CRAFT and strategies such as prompt chaining and flipped interaction patterns empower students to optimize their AI interactions, thus enhancing both their learning and problem-solving capabilities.

Este estudo versa sobre as meninas negras com superdotação que historicamente enfrentam desafios e desigualdades no sistema educacional e que tais desafios se referem, principalmente, a dupla marginalização que estas meninas enfrentam. Assim, delineamos como objetivo geral, desta pesquisa, investigar na literatura científica o processo de inclusão de meninas negras em programas para alunos superdotados, por meio de uma revisão sistemática de literatura. Para tanto, delimitamos como objetivos específicos: (a) Analisar as barreiras e os desafios enfrentados por meninas negras no acesso a programas para alunos superdotados; (b) Avaliar as estratégias e intervenções educativas eficazes na promoção da inclusão de meninas negras em programas para superdotados; (c) Explorar as experiências e as percepções de meninas negras incluídas em programas para superdotados. Metodologicamente, este estudo caracteriza-se por ser uma revisão sistemática da literatura, em que se pretende pesquisar estudos no idioma português, a partir das base de dados: Periódico da Capes, Scielo e Google Acadêmico, utilizando-se como descritores os termos “Altas habilidades”, “Superdotação”, “Meninas negras”, “Programas para superdotados”. A partir disso, espera-se verificar que as significações e os preconceitos enfrentados pelas meninas negras superdotadas são construídos socialmente e, portanto, é possível de serem descontruídos em prol de uma educação inclusiva, democrática e equitativa

The cases in this chapter focus on understanding the intellectual and social-emotional development of gifted and talented students and the need for differentiation in curricular programs. Each case explores an aspect of learning and developmental differences such as twice and thrice exceptionalities, underachievement, and perfectionism while providing opportunities for readers to reflect on their implications.

A inclusão escolar é um processo que possui desafios e que visa garantir a participação plena e igualitária de todos os estudantes, independentemente de suas habilidades, necessidades especiais, origens étnicas, religiosas ou socioeconômicas. Estes objetivos devem permear todas as instituições de ensino, principalmente as escolas públicas e em especial, nas Escolas de Tempo Integral. Incluir significa não apenas matricular os alunos, mas também proporcionar-lhes o suporte necessário para que possam alcançar seu pleno potencial acadêmico, social, emocional, espiritual e até mesmo contemplando o tema saúde mental. Todos devem ser participantes e coparticipantes desta inclusão. Isso inclui aqueles com deficiências físicas, sensoriais, intelectuais, emocionais ou comportamentais, bem como aqueles que enfrentam barreiras socioeconômicas, culturais ou linguísticas. A inclusão também abrange estudantes superdotados, pois eles também têm necessidades educacionais especiais que requerem atenção individualizada. A inclusão começa com a aceitação da diversidade como um valor fundamental da comunidade escolar. Isso implica em adaptar práticas pedagógicas, currículos e ambientes físicos para atender às necessidades variadas dos alunos. Estratégias como a educação inclusiva, que busca integrar alunos com deficiência em salas de aula regulares, e o desenvolvimento de programas de apoio individualizado, como planos de educação individualizada ou planos de ensino individualizado, são fundamentais. Além disso, a formação continuada de professores e funcionários da escola é essencial para criar um ambiente inclusivo. Isso envolve sensibilização para as necessidades específicas dos alunos, técnicas de ensino diferenciadas e a promoção de uma cultura escolar baseada na empatia, respeito mútuo e colaboração. Assim, as deficiências não serão barreiras, mas apenas indicações para a solução de problemas. A inclusão escolar é um compromisso com a equidade e a justiça educacional, que reconhece e valoriza a diversidade como um recurso enriquecedor para toda a comunidade escolar. Este é um relato de experiência exitosa sobre esta temática.