The student with high abilities: forms of specialized educational services and identification tools

• Grant number: 15/02667-8
• Support Opportunities: Scholarships abroad - Research
• Start date: August 14, 2015
• End date: August 13, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Carina Alexandra Rondini
• Grantee: Carina Alexandra Rondini
• Host Investigator: Nielsen de Lima e Silva Pereira
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil
• Institution abroad: Purdue University, United States

Abstract

Brazilian law, focused on serving the student with high skills, advocates the enrichment and deepening the curriculum as actions to be done. However, while in 2005 has signaled, with the implementation of High Activity Centers Abilities / Giftedness, a possible way to this enrichment, we are still far from an effective service to this students. Moreover, whether the Brazilian education system could include in its annual sense, Educasenso, these students, showing that they are not being seen in the school context. Thus arises two problems in this area - a) the lack, non-disclosure, lack of access, among other factors, high-performance signal identification tools, to assist the teacher in this demystification process involving such student, thus favoring them to be "seen" in the classrooms of schools of our country; b) the lack of specialized educational services these students, both in the school context as in specialized centers, as recommended by the law. Possibly this is due to the teacher education. In undergraduate courses of degree courses and teaching this subject is not addressed. There remains further training to help these teachers in this process. However it happens, unfortunately, slowly. But you have to bring the teacher tools to identify and then help them in curriculum enrichment process to meet the specifics of the most able students. Therefore, knowing several of these instruments and enrichment methods is critical. I therefore propose in this project an immersion in the work of The Gifted Education Resource Institute (GERI), which has a successful track record in this area, providing the limits of Purdue University and beyond, specialized educational services to this student body, and be responsible for various identification instruments thereof. This Visiting Scholar is based on participant observation methodology. (AU)