Educational Inclusion of Students With High Abilities/Giftedness

Wallace Research Symposium on Talent Development

Poster Presentations

Poster Presentation 35 — Educational Inclusion of Students With High Abilities/GiftednessMariana Carignani Casanova

Monday, May 20, 2024, 5:00 – 7:00 pm, Student Union Ballroom, Rooms 330/331

This case study was conducted in 2018 with students with indicators of High Abilities/Giftedness in 3rd grade and the first year of high school. Participants came from two schools in the interior of Uruguay and consisted of students, their parents, and teachers. Participants engaged in semi-structured interviews, screening instruments for High Abilities/Gifted indicators, and questionnaires for individual identification of High Abilities/Giftedness. The main objective was to investigate what the educational strategies are used with students with indicators of High Abilities/Giftedness. Results show the invisibility of students with High Abilities/Giftedness in schools, the identification of 8 (7.61%) students who presented indicators of High Abilities/Giftedness, the lack of effective identification, and a lack of regulations.