Prevalence of high intellectual capacity in Spanish educational centers

Authors

DOI:

https://doi.org/10.5007/2175-795X.2023.e91680

Keywords:

High intellectual abilities, Prevalence, Student

Abstract

The individualization of teaching and learning processes is a key aspect of a quality inclusive education. Within the achievement of this purpose, is the educational response given to schoolchildren with high intellectual abilities. In this article, an approach has been made to the prevalence of diagnosed cases in the Spanish regions for the 2020/2021 academic year, the latest for which data are available at the Ministry of Education and Professional Training for non-university education. The results have shown that the diagnostic figures are generally low, with the exception of some specific regions. Sex, educational stage and center ownership have been taken into consideration as modulating variables for the descriptive analysis carried out. In our classrooms there are schoolchildren with different potentialities and their needs must be taken care of by education professionals. In this sense, it has been observed that there is still a long way to go.

Author Biographies

Ramón García Perales, Universidad de Castilla-La Mancha, UCLM, Espanha

Doutor em Educación pela Universidad Nacional de Educación a Distancia, UNED,  Espanha.

 

Alberto Rocha, Instituto Superior de Ciências Educativas do Douro, ISCE, Portugal

Doutor em Ciências da Educação pela Universidade de Coimbra, UC, Portugal.

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Published

2023-09-27

How to Cite

García Perales, R., & Rocha, A. (2023). Prevalence of high intellectual capacity in Spanish educational centers. Perspectiva, 41(3). https://doi.org/10.5007/2175-795X.2023.e91680

Issue

Vol. 41 No. 3 (2023): Dossier High skills/giftedness: research and pedagogical practices

Section

Dossier Giftedness: researches and educational practices

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Copyright (c) 2023 Ramón García Perales, Alberto Rocha

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