Identification Through Provision: High Ability/Giftedness Identification Strategy in Grown-ups?

• Autor(a) principal: Vieira, Nara Joyce Wellausen
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/14324
• topic: Special Education; inclusion in Higher Education; high ability/giftedness identification; Tutorial Educational Program.; Educação Especial; Inclusão no Ensino Superior; Identificação das Altas Habilidades/Superdotação; Programa de Educação Tutorial

This research aimed at the identification of high ability/giftedness indicators in the students who take part of the Tutorial Educational Program (PET) at the Federal University of Santa Maria (UFSM). The choice of this population as research target is justified because the Tutorial Educational Program objectives are similar to those of the Curriculum Enrichment Program, educational service proposal offered to these students in elementary and secondary schools. The main authors supporting the study were Joseph Renzulli, Howard Gardner, Susana Pérez and Soraia Freitas. The qualitative research methodology has used provision of challenging situations, standardized identification instruments, focal groups and individual interviews as data collecting procedures. The intervention was performed in two PET groups, along with six female and two male students in which high ability/giftedness indicators were found. Results have shown the possibility of using identification through provision as a valid procedure in the identification process of people with high ability/giftedness, also indicating PET as an important resource to include these students, who, by the support of their colleagues and tutor, feel recognized and have their self-esteem strengthened. At the same time, it was possible to note that all the students participating of the observed PET groups are satisfied with their professional choice and their professional action in the communities; they are cheerful, participative and spontaneous, encouraging newcomers to work with/in these groups.