Barriers to Creativity, Identification and Inclusion of Gifted Student

Abstract

At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.

Complexity in Promoting a Teaching to Develop Creativity of Gifted Students: Contributions from Morin and Jung

“…Morin (2003Morin ( , 2007 points out that teachers should develop students' critical sense. It is important that teaching staff create means of transmitting knowledge to instigate the students' curiosity (Piske et al 2016a(Piske et al , 2016b). …”

“…According to Morin (2000aMorin ( , 2000b, creativity is very important during teaching, but it is not widely developed at school, on the contrary, school work is done in a piecemeal way, it does not allow the individual to work with a vision of the whole (Piske et al, 2016a(Piske et al, , 2016b.…”

“…Piske, Stoltz & Machado (2014a, 2014b point out the need to provide educational practices aimed at working with creativity. Several studies highlight the importance of specialized service for gifted students to work with a creative teaching (Silverman, 1993;Davis & Rimm, 1994;Renzulli 2004;Gross, 2016, Kane, 2016, Alencar, 2001Landau, 2002;Pérez, 2004;Piske, 2013aPiske, , 2013bPiske, , 2013cPiske, 2016, Piske et al, 2016b, Stoltz, 2016Freitas & Negrini, 2008, among others).…”

Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

“…These children are curious and they look for challenges, they need to be encouraged by the school to develop their high abilities related to (s) your (s) area (s) of interest (Besançon & Lubart, 2008;Peterson, 2014;Piechowski, 2014;Pfeiffer, 2016;Bahia, 2016;Kane, 2016;Gross, 2016;Alencar, 2014;Alencar, Braga, & Marinho, 2016;Piske, Stoltz, & Bahia, 2015;Piske et al, 2016aPiske et al, , 2016bMachado, 2013, among other studies).…”

“…Although they are considered gifted, they may have social and emotional difficulties, these difficulties need to be attended and that refer to such important fields as their intellectual development. These children are looking for new challenges and when they find a teaching that calls their attention, most of the time, they lose the desire to learn (Stoltz, 2016;Piske, 2013aPiske, , 2013bPiske, , 2014aPiske, , 2014bPiske, , 2015Piske, , 2016Piske, Stoltz, & Bahia, 2015;Piske et al, 2016aPiske et al, , 2016b.…”