Zakonski okvir odgoja i obrazovanja darovitih učenika u Republici Hrvatskoj

Gifted Students with Disabilities / Daroviti učenici s teškoćama

“…In their review article, authors Zrilić and Marin (2017) mention the draft of a new set of rules for gifted students, which is in process and unfortunately not yet in force. They emphasize the importance of systematic support for these students and their right to appropriate programs.…”

“…They also describe various opportunities for these students provided for in the draft of new regulations, such as the provision of a mentor to monitor and evaluate the student's work and progress, the organization of school teams to carry out the process of working with gifted stduents and evaluate their progress, the establishment of the program of work, and the provision of professional support for the gifted student, teachers, and parents. It is further envisaged that school founders may organize centers of excellence for several schools in their area, where special forms of work for gifted students would be implemented (Zrilić & Marin, 2017). Authors Zrilić and Marin (2017) conclude that despite regulations, gifted students are often not recognized in practice, teachers do not promote their diversity, do not enrich programs, and often ignore students' giftedness.…”

“…It is further envisaged that school founders may organize centers of excellence for several schools in their area, where special forms of work for gifted students would be implemented (Zrilić & Marin, 2017). Authors Zrilić and Marin (2017) conclude that despite regulations, gifted students are often not recognized in practice, teachers do not promote their diversity, do not enrich programs, and often ignore students' giftedness. This conclusion is supported by the findings of the Croatian research mentioned earlier, which found that gifted high school students are not more successful in school compared to their non-gifted peers (Kolić-Vehovec & Rončević, 2003).…”

“…Također opisuju različite mogućnosti za ove učenike predviđene u nacrtu novoga pravilnika, kao što je osiguravanje mentora koji bi pratio i vrednovao rad i napredak učenika, organiziranje školskih timova koji bi provodili postupak utvrđivanja darovitosti i procjenu napretka darovitih učenika, utvrđivali program rada te pružali stručnu pomoć darovitom učeniku, učiteljima/ nastavnicima i roditeljima. Predviđeno je nadalje, kako osnivači škola mogu za više škola na svojem području organizirati centre izvrsnosti u kojima bi se provodili posebni oblici rada za darovite učenike (Zrilić, Marin, 2017). Autori Zrilić i Marin (2017) zaključuju kako, unatoč propisima, u praksi često daroviti učenici nisu prepoznati, učitelji ne potiču njihovu različitost, niti obogaćuju programe, a nerijetko i ignoriraju darovitost kod učenika.…”