Programs and Practices for Identifying and Nurturing High Intellectual Abilities in Spain

Abstract

The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, some for longer than 10 years. The training of specialized teachers in high abilities has substantially increased, both in the Ministry of Education and autonomous local communities. Universities have also included some subjects in their programs related to this issue of gifted education with specific training designed in postgraduate courses. The research agendas of HIAs currently focus on studying metric approximation, identification and profiles, cognitive functioning and creativity, management of cognitive resources, socioemotional characteristics, gender, enrichment programs, and their effectiveness.

The social and economic rationale of inclusive education

“…According to the World Bank, there is existing evidence that LGBTQI+ students suffer lower education outcomes due to discrimination, bullying and violence (World Bank, 2018 [258]). Sansone (2019 [259]) shows that in the United States, LGBTQI+ students have poorer educational outcomes than their peers. He finds that even if they do not perform worse than their peers in tests such as the Scholastic Assessment Test (SAT), they are less likely to graduate from high school, have lower GPA and accumulate fewer credits while in school (ibid.).…”

Policy approaches and initiatives for the inclusion of gifted students in OECD countries

“…This mind-set relinquishes teachers and school leaders from the responsibility of recognising and catering to the particular needs of gifted students, thus preventing them from realising their full potential (Moon, 2009[77]). On a larger scale, this can lead to educational policies that, in the pursuit of equity, exclude gifted students from reforms meant to prioritise under-performing and disadvantaged students (Gentry, 2014[78]; Sahlgren, 2018 [79]).…”

“…Overall, there seems to be consensus in the literature on the fact that greater training of teachers leads to more positive attitudes towards gifted programmes (Lassig, 2009[159]; UNESCO, 2004[41]; Polyzopoulou et al, 2014[160]; Sahlgren, 2018 [79]) and gives them the tools to be able to implement good practices to support gifted learner's needs. Issues regarding the implementation of gifted education policies can be significantly linked to the resistance from teachers who tend to express unease with the selection process, or objected to the labelling of specific students as gifted (Koshy, Smith and Casey, 2018[161]).…”

“…A significant body of research supports the separate classroom method, which enables gifted learners to work with similar ability peers and receive more challenging and appropriate learning than they may receive in a mixed-ability class. It might lead to greater academic achievement and, if time in mix-ability classrooms is also promoted, it can have a positive effect on the social development of students (Reis and Renzulli, 2010 [172]; Rogers, 2007[173]; Sahlgren, 2018 [79]; Centre for Education Statistics and Evaluation, 2019 [53]). More generally, available research highlights that grouping strategies can help improve all students' academic performance if it used with appropriate curriculum and teaching/learning strategies in the classroom (Gentry, 2014[78]).…”

“…At the school level, interventions and programmes related to gifted education are often criticised for failing to provide concrete evidence on their specific effect and benefit for gifted students. According to Sahlgren (2018 [79]), research on the effects of gifted education programmes at the local level have not been rigorous or conclusive enough to be used for policy purposes. Though the lack of concrete studies may undermine both the effectiveness and the need for gifted education provisions, Sahlgren was able to identify that gifted students do indeed require different types of instruction than non-gifted students in order to flourish.…”