Special educational programs for gifted

Abstract

The article analyzes educational strategies that teachers can use to work with gifted individuals. Mostly these strategies apply to younger and upper secondary school pupils. At the same time, they can also be used for student youth education. At the same time, the main attention is paid to the analysis of special educational programs for students of junior and high school. Specifically, such special educational programs as school at school and other non-inclusive programs are considered. From the above analysis it is clear those special educational programs for gifted are of a different nature. Some of them are aimed at improving the efficiency of education in the system of their formal education, such as organizing their accelerated or enriched learning in homogeneous or heterogeneous educational environments, respectively. Other special educational programs are aimed at providing gifted advisory services (the Catalyst program). However, the largest number of these programs is devoted to giving gifted individuals additional educational services. Among the programs of this type, the program focuses on the development of gifted creative potential. As a result, an analysis of programs for training creativity, improving creativity and training attention, attracting talented to the visual activities, concludes on the effectiveness of these programs. The special educational programs for expanding and deepening knowledge gifted in mathematics and natural sciences are not lagging behind in popularity. For example, programs that provide for the creation of resident schools and academies for mathematically gifted, the effectiveness of attracting science-research-gifted programs, etc. are analyzed. An example of a program aimed at developing the talents of gifted individuals is also provided. A separate unit analyzes the organizational forms of the introduction of special educational programs for gifted. First of all, this is a remote mastering. Summer intensive courses have also become widespread. In this regard, data is given on the impact of such programs on the social perception of gifted, sexual differences in the choice of summer courses by gifted. A number of special educational programs for the gifted individuals with low socioeconomic status, as well as those from the social minorities in the USA are analyzed. The vast majority of special educational programs for gifted have been developed and implemented in this country. However, today such programs are being created in other countries, including China, Israel, Portugal, etc. The analysis of dual-purpose programs (development of talents of gifted senior pupils and their involvement in the mastering of certain courses at higher education institutions) was also conducted. Examples of mentoring and tutoring programs are given. In the end, the focus is on several programs for teachers who work with gifted, and the results of content analysis of the special educational programs for the latter.