Abstract:Introducción. Comportamientos asociados a la alta capacidad intelectual, como la inatención y respuesta anticipada amenudo se confunden con el trastorno por déficit de atención e hiperactividad (TDAH) y dificultan su identificación. El objetivo del presenta trabajo fue analizar el desempeño de los alumnos con alta capacidad intelectual y alumnos con TDAH en la atención sostenida y la impulsividad.Método. Participaron un total de 25 niños con alta capacidad intelectual, edad promedio 6.15 años y 25 niños con TD… Show more
“…Our results were expected because they reaffirm that teacher experience had a positive relationship with their knowledge about gifted students. These findings were similar to others reported in the literature [45][46][47] that suggested that experienced teachers recognise higher self-efficacy for inquiry in gifted students and employ diverse instructional practices with students with special learning needs [48][49][50][51][52][53][54]. Lastly, studies suggested that an important predictor of teachers' knowledge about gifted students is based on contact with gifted students, since they help teachers recognize their characteristics and educational needs [41,51].…”
Section: Teacher Teaching Experience and Training Effects On Teacher ...supporting
confidence: 86%
“…In Mexico, there are limited studies about teacher knowledge concerning gifted education [53][54][55]. These studies can be grouped into two main areas: gifted characteristics and educational strategies.…”
“…Moreover, Mexican elementary teachers believed that gifted education was not an important matter. Furthermore, it was shown that teachers were aware of their lack of training and scarce knowledge regarding the identification of gifted students [52,54].…”
Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.
“…Our results were expected because they reaffirm that teacher experience had a positive relationship with their knowledge about gifted students. These findings were similar to others reported in the literature [45][46][47] that suggested that experienced teachers recognise higher self-efficacy for inquiry in gifted students and employ diverse instructional practices with students with special learning needs [48][49][50][51][52][53][54]. Lastly, studies suggested that an important predictor of teachers' knowledge about gifted students is based on contact with gifted students, since they help teachers recognize their characteristics and educational needs [41,51].…”
Section: Teacher Teaching Experience and Training Effects On Teacher ...supporting
confidence: 86%
“…In Mexico, there are limited studies about teacher knowledge concerning gifted education [53][54][55]. These studies can be grouped into two main areas: gifted characteristics and educational strategies.…”
“…Moreover, Mexican elementary teachers believed that gifted education was not an important matter. Furthermore, it was shown that teachers were aware of their lack of training and scarce knowledge regarding the identification of gifted students [52,54].…”
Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.
“…Tras analizar los datos y resultados anteriores llegamos a una serie de conclusiones compartidas con otros casos similares (Valadez, 2018;Serrano et al, 2019;Gómez-León, 2020b; Rusca y Cortez, 2020):…”
Section: Conclusiones Y Discusiónunclassified
“…A pesar de estas reglas estandarizadas a la hora de proceder al diagnóstico, son numerosos los autores (Pérez, 2014;Valadez et al, 2018;Álvarez-Cárdenas, 2019;Semelas, 2019) que opinan que muchos niños son mal calificados como personas con TDAH; así, Álos y Ruiz (2013, p.13) comentan que:…”
Actualmente el Trastorno por Déficit de Atención e Hiperactividad (TDAH) es una de las afecciones mentales más diagnosticadas en la infancia, al mismo tiempo que también es uno de los trastornos que más atención y preocupación suscita a nivel social. Ante este alto número de casos surge una pregunta de partida: ¿Es posible que algunos de los individuos identificados como personas con TDAH estén incorrectamente diagnosticados? Frente a esta cuestión nos vamos a centrar en un caso en concreto, en que una serie de indicadores contradecían el diagnóstico inicial de hiperactividad. Para ello se ha procedido a reevaluar las competencias cognitivas, sociales y creativas del sujeto por medio de una metodología de investigación explicativa, analítica, mixta (cuantitativa –test BAS II, RIAS, BRIEF-2, CREA- y cualitativa –observación, entrevistas y Prueba Torrance-), participativa, preordenada y comparativa. La conclusión final confirma la hipótesis de origen: el niño había sido incorrectamente diagnosticado con TDAH. De forma que este cambio de diagnóstico implica una modificación sustancial en el tratamiento e intervención con el sujeto, tanto desde el punto de vista educativo como social y familiar.
O transtorno de déficit de atenção [TDAH] é considerado como um problema que ocorre principalmente em crianças e que dificulta a vida do estudante pela falta de compreensão do problema pelos professores e família do individuo afetado por esse transtorno, o que gera problemas comportamentais e de convivência social. Esse problema pode persistir no adulto e, além de ser negligenciado em crianças e jovens, o é ainda mais no adulto. Dentro desse escopo, essa revisão sistemática foi efetuada para verificar e alertar sobre o TDAH em adultos e os problemas que afetam os estudantes universitários que sofrem o transtorno. Em conclusão, foi verificado que o TDAH em adultos é, de fato, negligenciado e que problemas no relacionamento social e com professores afetam as atividades acadêmicas e que o professores universitários, em geral, principalmente aqueles que não possuem formação pedagógica, não estão preparados para compreender a situação dos estudantes afetados, podendo levar à evasão escolar e problemas psicológicos mais graves do que o próprio TDAH.
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