The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions
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Publication Date: | 2008 |
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Format: | Article |
Language: | por |
Source: | Revista Educação Especial (UFSM) |
Download full: | http://periodicos.ufsm.br/educacaoespecial/article/view/103 |
Summary: | Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995), Renzulli (2004), Perez (2004), Virgolim (2007), Vieira (2005), among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them. |
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The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussionsA identificação e a inclusão de alunos com características de altas habilidades/superdotação: discussões pertinentesHigh Abilities/GiftednessInclusionIdentification.Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995), Renzulli (2004), Perez (2004), Virgolim (2007), Vieira (2005), among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them.Pensar na educação em geral e nos avanços que vêm surgindo, remete-nos a refletir a respeito da proposta da escola inclusiva. As políticas educacionais brasileiras apontam nesta direção e novas proposições surgem para o contexto escolar, a fim de se entender como realizar mudanças significativas no cotidiano educacional. Neste sentido, este artigo tem como propósito realizar uma discussão a respeito da identificação dos alunos com altas habilidades/superdotação, articulando com algumas idéias propostas pela educação inclusiva. Pretende-se com isso evidenciar a importância da identificação destes alunos para uma inclusão mais verdadeira no contexto educacional. Utiliza-se como aporte teórico Gardner (1995), Renzulli (2004), Pérez (2004), Virgolim (2007), Vieira (2005), entre outros autores que auxiliam na discussão desta problemática. As considerações feitas a respeito das altas habilidades evidenciam a importância de uma grande atenção frente ao processo de identificação e a relevância deste para a real inclusão dos alunos com altas habilidades no contexto educacional. Não sendo identificados, estes alunos podem não estar recebendo a orientação necessária para se conhecer e desenvolver seu potencial, muitas vezes afastando-se dos colegas e das amizades. Dessa forma, pretende-se abordar a identificação destes alunos, contribuindo para a inclusão dos mesmos.Palavras-chave: Altas habilidades/superdotação. Inclusão. Identificação.Universidade Federal de Santa Maria2008-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/103Special Education Magazine; Revista Educação Especial, v. 21, n. 32, 2008; 273-284Revista de Educación Especial; Revista Educação Especial, v. 21, n. 32, 2008; 273-284Revista Educação Especial; Revista Educação Especial, v. 21, n. 32, 2008; 273-2841984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/103/76Negrini, TatianeFreitas, Soraia Napoleãoinfo:eu-repo/semantics/openAccess2016-05-09T14:21:10Zoai:ojs.pkp.sfu.ca:article/103Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:21:10Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions A identificação e a inclusão de alunos com características de altas habilidades/superdotação: discussões pertinentes |
title |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions |
spellingShingle |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions Negrini, Tatiane High Abilities/Giftedness Inclusion Identification. |
title_short |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions |
title_full |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions |
title_fullStr |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions |
title_full_unstemmed |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions |
title_sort |
The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions |
author |
Negrini, Tatiane |
author_facet |
Negrini, Tatiane Freitas, Soraia Napoleão |
author_role |
author |
author2 |
Freitas, Soraia Napoleão |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Negrini, Tatiane Freitas, Soraia Napoleão |
dc.subject.por.fl_str_mv |
High Abilities/Giftedness Inclusion Identification. |
topic |
High Abilities/Giftedness Inclusion Identification. |
description |
Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995), Renzulli (2004), Perez (2004), Virgolim (2007), Vieira (2005), among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-12-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/103 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/103 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/103/76 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 21, n. 32, 2008; 273-284 Revista de Educación Especial; Revista Educação Especial, v. 21, n. 32, 2008; 273-284 Revista Educação Especial; Revista Educação Especial, v. 21, n. 32, 2008; 273-284 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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