Alunos sobredotados

: emergência de um atendimento diferenciado

Abstract

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).

Date of Award	22 Sept 2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Filomena Ponte (Supervisor)