An enrichment program for students with high intellectual ability: Positive effects on school adaptation.

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Bibliographic Details
Title:	An enrichment program for students with high intellectual ability: Positive effects on school adaptation.
Alternate Title:	Programa de enriquecimiento para alumnado con alta capacidad: Efectos positivos para el curriculum.
Authors:	García-Perales, Ramón¹ Ramon.Garciaferales@ucim.es, Almeida, Leandro-S.² leandro@ie.uminho.pt
Source:	Comunicar. jul2019, Vol. 27 Issue 60, p39-47. 9p. 4 Charts, 2 Graphs.
Subject Terms:	Student attitudes, Educational quality, Educational programs, School children, Social skills, Information & communication technologies
Abstract (English):	This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly Ealented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did riot receive specific educational responses and another consisting of a group of regular schoolchildren in ternis of abilities. The results showed that the implementation of specific educational responses improved children's levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend ennchment programs integrated imo the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT increasing the educational inclusion of students with high intellectual capacity. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Este trabajo apunta la reducida tasa de alumnado con características de superdoEación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia. este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alum ñas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de ennquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly Ealented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did riot receive specific educational responses and another consisting of a group of regular schoolchildren in ternis of abilities. The results showed that the implementation of specific educational responses improved children's levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend ennchment programs integrated imo the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT increasing the educational inclusion of students with high intellectual capacity. [ABSTRACT FROM AUTHOR]
ISSN:	11343478
DOI:	10.3916/C60-2019-04