Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

Abstract

Título: Retos en la Identificación de los Alumnos Superdotados: Cuestiones relacionadas con la Evaluación Psicológica. Resumen: Este artículo analiza los temas relacionados con la identificación de los estudiantes superdotados y recoge algunas recomendaciones especí-ficas sobre medidas educativas, con el fin de responder a la diversidad de estos estudiantes. Se plantean las dificultades más comunes relacionadas con la evaluación psicológica de estos estudiantes, entre ellas la falta de instrumentos adecuados para la evaluación de las múltiples dimensiones de la superdotación y el talento, así como, la falta de formación que tienen los profesionales para esta identificación. Con respecto a estas dificultades, se describen algunos procedimientos de evaluación con el fin de asegurar mayores niveles de objetividad y validez de los datos, lo que reduce la posibilidad de falsos positivos y falsos negativos en la identificación de estos estudiantes. Además de las pruebas psicológicas, se presentan las ventajas del uso de diferentes fuentes de información y la contribución de los distintos profesionales y padres para esta evaluación. Por otro lado, es importante llevar a cabo la evaluación de los estudiantes superdotados por fases, incluyendo una fase de evaluación inicial (screening), seguida de la fase de diagnóstico o identificación; y la fase final, orientada a atender a la diversidad de estos estudiantes. Por último, se presentan algunas sugerencias para el avance en la identificación y evaluación de la superdotación, como un medio para apoyar el desarrollo de la investigación en este área. Palabras clave: superdotación, altas habilidades, talentos, evaluación, identificación.Abstract: This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing. Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area.

Voices From the Families: Strategies for and Challenges in Raising a Gifted Child

“…Webb and DeVries (1998) found that participants in groups for parents of gifted children expressed frustration with their children’s school experiences because they focused on developing basic or minimum levels of competence. Almeida et al (2016) also pointed out that teachers’ initial and continuing education rarely addressed the theme of giftedness, which resulted in an educational service often based on fallacious ideas about giftedness. In this study, parents reported the challenge of mediating the relationships between their child and school, specifically between their child’s needs and interests and what the school offers.…”

Item analysis of the Teacher’s Gifted Rating Screening Scale

“…Data from the 2019 National Institute for Educational Studies and Research "Anísio Teixeira", School Census, however, show just over 51,000 students have been notified, which represents less than 0.0025% of the enrolled students (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2019). The discrepancy between the Census numbers and published literature estimates demonstrates that difficulties are encountered in identifying these individuals (Almeida et al, 2016), their registration in school censuses and, consequently, the provision of adequate care to that population.…”

The Effects of Attitudes towards Mathematics and STEM Education on High-Ability Students and a Community Sample

“…On the other hand, we must consider the role that intelligence can play in the attitudes towards mathematics, which is why high-ability students may have a different attitude towards this subject. It should be emphasised that one of these students' main characteristics is precisely their remarkable skills, whether intellectual, social, motor, mechanic or artistic [46][47][48], when said abilities are compared to those of their peers [49].…”