One of the major challenges of addressing diversity in the classroom is to meet the needs of gifted students, which are often invisible in countries such as Chile, in which providing services for highly able students is still considered elitist. The purpose of this study was to analyze the perceptions of community members about the critical competencies of instructors who work with gifted students. Six focus groups were conducted with students, instructors, and staff members of an enrichment program for the gifted. Qualitative analyses were conducted throughout open, axial, and selective coding. Traits and competencies were grouped into three themes: knowledge, teaching, and socio-emotional characteristics. Differences were found between the perceptions of students and staff members: Whereas students’ emphasis was on socio-affective characteristics, the staff highlighted the importance of content and pedagogical knowledge. The novelty and contribution of the study are related on how to recognize and acknowledge the voices of active members of a community for educational improvement. These community perceptions contributed to depict a profile of an effective teacher for gifted students, and were used to improve instructors’ current performance and to design a more rigorous selection process for future teachers. The implications of the study also shed light about how to improve teacher preparation programs to meet the needs of this group of students.

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En la década de los 80 surge un nuevo concepto en educación -doble excepcionalidad- que hace referencia a una paradoja entre una alta habilidad y una dificultad que impactan en el desarrollo y aprendizaje de niños, niñas y jóvenes.  El objetivo del presente artículo es aportar a la comprensión de esta temática poco abordada en el contexto latinoamericano y a su estado de desarrollo para que profesionales que se vinculan al ámbito educativo la visibilicen e incorporen a sus prácticas pedagógicas. Se realizó una búsqueda sistemática en diversas bases de datos electrónicas y en revistas especializadas en el área de alta capacidad y se identificaron variables cognitivas y socioafectivas a la base de la condición de alta capacidad con trastorno por déficit de atención y alta capacidad con trastorno del espectro autista. Se incorporaron, además, aspectos relativos a identificación y apoyos educativos. Como principales temáticas se visualizan la complejidad en la comprensión de la doble condición, así como la necesidad de procesos de identificación e intervención comprensivos que reconozcan las características particulares de cada dualidad. Se recogen y comentan los principales desafíos tanto para su identificación como para su abordaje psicoeducativo y se plantean los aspectos que requieren de mayor investigación para avanzar en el estudio de esta temática. Es responsabilidad de los grupos profesionales de la educación visibilizar y atender a este estudiantado que convive con la incomprensión personal y social en entornos educativos que no los reconocen ni distinguen sus características.

Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.