Support and Education of Gifted Students in Poland

Abstract

This article describes the support and education of gifted students in Poland. The author presents a definition of ability. Rudimentary documents and acts of the Polish Ministry of National Education regarding the education of gifted students are introduced. The systems of general and special education are discussed-including artistic and sports schools. The author presents the latest projects of the Ministry and selected examples of good school practices and nongovernment organizations supporting the development of the gifted. A brief description of significant study results is provided as well as theoretical and educational concepts regarding gifted students. Finally, the author indicates possible changes in projects on the support and education of the gifted with the necessity of including the education of the gifted in the life span perspective. Directions for further research in the area of ability are also presented.

‘Old wine in new bottles’? Relationships between overexcitabilities, the Big Five personality traits and giftedness in adolescents

“…The gifted individuals were students at a special school for winners of national competitions in Poland (Limont, 2013). The control group consisted of students attending regular schools, without outstanding academic achievement.…”

The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students

“…In response to the educational needs of gifted students, Poland and England have attempted to create programs supporting the social, emotional, and physical development of these pupils (Kolanowska, 2018; Limont, 2013; Tourón & Freeman, 2018). Yet in both countries, studies on the effectiveness of such systems have yielded disappointing outcomes.…”

Student's autonomy and the process of individualization in inclusive education

“…Its main tenets are that education is about meeting the needs of the learner and that the child is the subject of action (Montessori, 2005). Another method is the project-based method, which emphasizes the interest, activity, independence and responsibility of participants, allowing them to be the agents/actors with autonomy in learning (Limont, 2013). One may also distinguish the research method, which lets participants work at their own pace, explore the world through their senses, observe, build memory processes, make reflections, formulate conclusions, share insights and compare research results with other participants or teachers in order to get closer to the truth.…”

“…Jej główne założenia są takie, że edukacja polega na zaspokajaniu potrzeb ucznia i że dziecko jest podmiotem działania (Montessori, 2005). Inną metodą jest metoda projektowa, która kładzie nacisk na zainteresowanie, aktywność, niezależność i odpowiedzialność uczestników, pozwalając im być osobami sprawczymi/aktorami posiadającymi autonomię w uczeniu się (Limont, 2013). Można również wyróżnić metodę badawczą, która pozwala uczestnikom pracować we własnym tempie, poznawać świat zmysłami, obserwować, budować procesy pamięciowe, mieć refleksje, formułować wnioski, dzielić się spostrzeżeniami i porównywać wyniki badań z innymi uczestnikami lub nauczycielami w celu zbliżenia się do prawdy.…”

“…Individualization is defined in the teaching process by E. Horn, R. Banerjee and W. Limont, who claim it is fundamental to perceive individual differences between students (Horn & Banerjee, 2009;Limont, 2013). This approach is connected with individualization defined by A. Karpińska as "the basic principle and value of the process of teaching and education consisting in the adequate adjustment of the interactions and the content, methods and means of education to the predispositions as well as personal and intellectual abilities of the child" (Karpińska, 2016).…”