Relevancia de la formación docente para la inclusión educativa del alumnado con altas capacidades intelectuales
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2020-01-01
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Universidad de Matanzas
Resumen
El presente artículo pretende visibilizar la falta de inclusión educativa a la que se enfrenta el alumnado que presenta altas capacidades intelectuales en los centros escolares. La evidencia científica muestra desconocimiento de las necesidades educativas reales que presenta este colectivo, y la falta de ajuste de la intervención educativa a sus características, condicionando su pleno desarrollo y bienestar, así como su contribución al desarrollo social. Por ello, se analiza la conveniencia de medidas que garanticen una educación personalizada que favorezca el máximo aprovechamiento de sus talentos y compense sus debilidades. El escaso conocimiento del profesorado en torno a esta realidad, unido a la prevalencia de mitos y falsas creencias, perjudica su detección, la implementación de respuestas educativas eficaces e inclusivas, y el desarrollo socioemocional de estos estudiantes. Por ello, se propone la formación inicial y permanente del profesorado como medida urgente para atender a las necesidades de apoyo educativo del alumnado con alta capacidad intelectual. Las aportaciones de la comunidad científica coinciden en que esta promueve actitudes y acciones educativas equitativas e inclusivas, que posibilitan su identificación temprana y el establecimiento de medidas respetuosas con su modo de ser y aprender, se estimula así su potencial, y posibilita su bienestar emocional y el desarrollo de un concepto ajustado de sí mismo.
The present work aims to make visible the lack of educational inclusion faced by gifted students in schools. The scientific evidence has shown ignorance of the educational needs that gifted children have. Moreover, there is a lack regarding the adjustment of the education intervention taking into account their characteristics; the lack of educational opportunities limits their full development and well-being, as well as their contribution to social development. Therefore, the convenience of measures that guarantee a personalized education that enhances their talents and attends their weaknesses is analysed. The limited knowledge of teachers about this reality, together with the prevalence of myths and false beliefs, harms their detection, the implementation of effective and inclusive educational responses, and the social-emotional development of this student body. For this reason, the initial and permanent training of teachers is proposed as an urgent measure to meet the educational support needs of students with high intellectual capacity. The scientific community agree that teacher training has several positive effects. It promotes equitable and inclusive attitudes and educational measures; it facilitates early identification and, it advocates respect to the learning styles and ways of being of these learners. Thus, teachers' professional development stimulates gifted student's potential and cultivates their emotional well-being and the development of an adjusted concept of themselves.
The present work aims to make visible the lack of educational inclusion faced by gifted students in schools. The scientific evidence has shown ignorance of the educational needs that gifted children have. Moreover, there is a lack regarding the adjustment of the education intervention taking into account their characteristics; the lack of educational opportunities limits their full development and well-being, as well as their contribution to social development. Therefore, the convenience of measures that guarantee a personalized education that enhances their talents and attends their weaknesses is analysed. The limited knowledge of teachers about this reality, together with the prevalence of myths and false beliefs, harms their detection, the implementation of effective and inclusive educational responses, and the social-emotional development of this student body. For this reason, the initial and permanent training of teachers is proposed as an urgent measure to meet the educational support needs of students with high intellectual capacity. The scientific community agree that teacher training has several positive effects. It promotes equitable and inclusive attitudes and educational measures; it facilitates early identification and, it advocates respect to the learning styles and ways of being of these learners. Thus, teachers' professional development stimulates gifted student's potential and cultivates their emotional well-being and the development of an adjusted concept of themselves.
Palabras clave
inclusión educativa
Altas capacidades intelectuales
Mitos
Formación docente
Educational inclusion
Giftedness
Myths
Teacher training
Altas capacidades intelectuales
Mitos
Formación docente
Educational inclusion
Giftedness
Myths
Teacher training
Descripción
Materias
Cita
Barrenetxea Mínguez, L., & Martínez-Izaguirre, M. (2020). Relevancia de la formación docente para la inclusión educativa del alumnado con altas capacidades intelectuales. ATENAS, 1(49), 1-19.