04 SES 08 B, Diversity and Its Discontents: Challenges of inclusive education policy and practice in Europe
The integrating of gifted children and the attendance of their potential and needs is a pending challenge for the Spanish Ministry of Education both in terms of Policy and practice. Latest studies point out that, only 0.2% of students in Spain are diagnosed as gifted children. Experts argue that according to European scale at least 5-10% of the population should be considered gifted or high capacity. (Jiménez Fernández, 2010, Mandelman, Aljughaiman and Grigorenko, 2010). This notion is expressed as well by the categories 5 and 6 in the PISA reports (Program for International Student Assessment). Acoding findings being a gifted child supposes in many cases in school context being under social risk that can end quite often in social exclusion (Coleman and Cross, 2014). Negative social representations of gifted childern and the lack of adjustment in the educational response can diminish their well-being and undermined their academic performance. Studies show that gifted children in Spain tend to feel sadness and misunderstood. They have very little social or emotional skills in order to deal with their circumstances. (García, 2017). The lack of academic and emotional support from school can cause poor school performance (Kroesbergen, Van Hooijdonk, Van Viersen, Middel-Lalleman and Reijnders, 2016) and a continuing lack of motivation that negatively affects their well-being ( Garn, Matthews and Jolly, 2010; Yoo and Moon, 2006).
The following study is based on an innovative teachers training and intervention pilot project. It pretends to contribute to improve the welfare and the social and emotional skills of gifted children through a teacher training seminar and an extracurricular educational program which is developed and implemented by researchers from the faculty of Education together with a teaching stuff of three secondary schoos. The program adds a dimention of development of inclusive sense of European citizenship. The pilot ptoject is based on the Renzulli theory and methodology (http://lpilearning.org/renzulli-creativity-program/) and it is articulated according to three thematic axes, in three areas (scientific, artistic and Social- Justice) while adjusting the educational contents to students academic and emotional profile(Morris, 2013). Another important dimension is the cooperative learning approach in the development of all activities. ; applying these learning approaches students hopefully will feel challenged, accomplished and a part of a comuunity. The extracurricular program is organized around 8 sessions of two hours each (weekly frequency). The Program is focusing on values education, a critical thinking and active citizenship development skills. A primary condition however for student attendance is their own interest and the identification by school stuff of a non exploited potential in teh childern . The innovative element of the program is the role teachers play in the extracurricular project. Both teachers and academics will be involved in educational programming and implementation along the sessions.
The add value of the Project is the enhancement of European sense of shared identity and citizenship as much as the engagement of students in active citizenship and inclusive approach especially in relation to migrant refugees and Roma children
The pilot program involves 30 students and 20 professionals from three schools in the Valencian Community. For the design of the social program, the steps established by Hermosilla (2009) have been followed. The main variables of the study are: the knowledge of teachers about gifted children; the motivation and well-being of the students, their moods and interests and the social representations about the gifted children of both groups. For its diagnosis, the following instruments are requested. To assess well-being, the SPANE (Scale of Positive and Negative Experience) (Diener, Wirtz, Tov, Kim-Prieto, Choi, Oishi, and Biswas-Diener, 2009). Spanish translation of Tatiana Vogel, Welfare Institute. It is a scale that evaluates, through 12 items, the positive (SPANE-P) and negative (SPANE-N) feelings. In addition, the general score of the affective equilibrium (SPANE-B) can be calculated. Participants must respond based on a Likert type format. To evaluate their moods, the MOOD (Mood Questionnaire) (Rieffe, Meerum-Terwogt and Bosch, 2004), adapted and validated in Spanish (Górriz, Prado-Gascó, Villanueva, Ordóñez, and González, 2013). The questionnaire consists of 20 items that establish four moods (happiness, anger, sadness and fear) and evaluates during the last four weeks using a three-point scale. The Camacho questioner (2016) is used in case of teachers previous knowledge. To evaluate the motivation, an Adaptation of the questionnaire MAPE III (Motivation for Learning or Execution) was used (Tapia, Montero and Huertas, 2000) Finally, to identify the social representations of students and teachers regarding to gifted children, Rotter ( 1996) instrument was used. At the same time a quantitative study is to be implemented by the use of SPSS 22 & EQS 6.2. The quantitative research is done descriptive analysis, both univariate and multivariate, focal groups and content analysis.
Increasing the awareness and developing detection skills among teachers in the case of gifted and highly capable children. Foster school commitment with attending the needs and empowering gifted and highly capable children and adolescents, Contribute to the welfare of all participants, increasing student motivation towards learning and contributing to the development of a sense of belonging Develope active citizenship competences and a European shared sense of citizenship. Empower teachers by providing them with tools and resources to enhance gifted children inclusion and enhance in them a significant commitment to social justice. Contribute to a positive changes in the social representations of classmates and teachers regarding gifted and high capable children and youth
Camacho, B. (2016). Formación, conocimientos y evaluación personal del profesorado ante los alumnos de altas capacidades en el aula. Tesis doctoral. Universidad Complutense de Madrid. Coleman, L. J. y Cross, T. L. (2014). Is being gifted a social handicap? Journal for the Education of the Gifted, 37(1), 5-17.. Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi. D., Oishi, S. y Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266. Eddles-Hirsch, K., Vialle, W., Rogers, K. y McCormick, J. (2010). Just challenge those high-ability learners and they’ll be all right!’: The impact of social context and challenging instruction on the affective development of high-ability students. Journal of Advanced Academics, 22(1), 106-128. Gardner, H. (1998). Inteligencias múltiples. La teoría en la práctica. Barcelona: Paidós. Hermosilla, J. M. (2009). Guía para el diseño de programas socioeducativos de atención a la infancia. Foro de Educación, 11, 287-301. Jiménez-Fernández, C., Murga, M. A., Gil, J. A., Téllez, J. A. y Trillo, M. P. (2010). Hacia un modelo sociocultural explicativo del alto rendimiento y la alta capacidad. Ámbito académico y capacidades personales. Educación XX1, 13(1). 125-53. doi:10.5944/educxx220.127.116.110. Kroesbergen, E. H., Van Hooijdonk, M., Van Viersen, S., Middel-Lalleman, M. M. N. y Reijnders, J. J. W. (2016). The psychological well-being of early identified gifted children. Gifted Child Quarterly, 60(1), 16-30. Pedrosa, I., Borges, A., Herranz, N., Lorenzo, M. y García-Cueto, E. (2013). Desarrollo del Protocolo de Observación de Interacción en el Aula: aplicación en un programa de niños con altas capacidades. Revista de Educación, (Núm. extraord.), 293-312. Plucker, J. A. y Callahan, C. M. (2014). Research on giftedness and gifted education: Status on the field and considerations for the future. Exceptional Children, 80(4), 390-406. Subotnik, R. F., Olszewski-Kubilius, P. y Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54. Tirri, K. (2008). Who should teach gifted students? Revista Española de Pedagogía, 66(240), 315-324. Vialle, W., Heaven, P. y Ciarrochi, J. (2007). On being Gifted, but sad and misunderstood: Social, emotional and academic outcomes of gifted students in the Wollongong youth study. Educational Research and Evaluation, 13(6), 569-586.
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