Influence of school organization on the education of gifted students

Abstract

Educational intervention for high intellectual potential students takes place in the framework of an organizational structure which has an influence thereon since it can hinder the implementation of proposals aimed at meeting the special educational needs that these students have. The purpose of this research is to describe the form or forms that the possibilities or barriers concerning the optimal development of an intervention for high intellectual potential students may take from the perspective of the organizational structure of the education system and its component institutions. To this end, a questionnaire aimed at primary education teachers in the province of Palencia has been drawn up in such a manner that they can express their views on the education received by the most talented students on the basis of education regulations concerning attention to diversity, grouping of students, organization of teachers and educational areas and hours. The results show that the institutions that make up the education system have a rigid organizational structure, which poorly adapts to intervention for these students and which standardizes them and assimilates them to average students without providing a satisfactory response to their educational needs. It is necessary to delve into the characteristics and specificities of the organizational framework upon which educational practice is based in order to bring it into line with the needs of high intellectual potential students. To do so, teachers need to understand who these students are and how they learn, as well as the possibilities and limits of the regulations that underpin the educational practice based on the principles of attention to diversity and inclusiveness.

Keywords

• altas capacidades
• atención a la diversidad
• estructura organizativa de los centros
• intervención educativa
• opiniones del profesorado
• sistema educativo