THE NECESSITY OF GIFTED EDUCATION IN GREEK SCHOOLS

Eirini Papachristou

Abstract


Questions about gifted and talented students have from time to time concerned the scientific community, teachers and parents. It is widely accepted that additionally to high intelligence, characteristics such as creativity, but also social and emotional characteristics had to be taken into account in order to identify gifted students. Today the wide group of disabled people includes also gifted children or “high ability children”. In Greece the legal framework for gifted children is incomplete. It was not until 2003 and then 2008 that a low was passed, which states that people with special skills and talents could be given special educational treatment. However, this reference has never been applied. The role of a teacher in observing, recognizing and developing the giftedness and the talent of the students is particularly important. The aim of this article is to define the gifted, talented or “high abilities” students, to describe their positive and negative characteristics, as they emerge from the recent literature and finally to report the situation that has been formed in Greece as well as the steps that need to be taken.

Article visualizations:

Hit counter


Keywords


gifted students, special education needs, Greece

Full Text:

PDF

References


Agaliotis, I. (2019). Educational needs of gifted and talented students: Enrichment of programs and personalization of teaching. University notes. (In Greek).

Brody, L., & Mills, C. (2005). Talent search research: what we have learnt? High Ability Studies, 16 (1), 97-111.

Crisafidis, K. (2005). Interdisciplinary approach to knowledge. Athens: Diptyho. (In Greek).

Davazoglou, Α. (1999). Charismatic children in education. Alexandroupolis: Self – publishing. (In Greek).

Delisle, J., & Lewis, B. (2003). The Survival Guide for Teachers of Gifted Kids: How to Plan, Manage and Evaluate Programs for Gifted Youth K-12. Minneapolis: Free Spirit Publishing.

Gallagher, J. J. & Gallagher, S. A. (1994). Teaching the Gifted Child. Boston: Allyn & Bacon.

Gallagher, J. J. (1985). Teaching the gifted child (3rd ed.). Boston: Allyn and Bacon.

Hornstra L., Bakx A., Mathijssen S. & Denissen J. J. A. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, doi.org/10.1016/j.lindif.2020.101871

Law No 3699 FEK A 199/2.10.2008. Special Education and training for persons with disabilities or special educational needs https://www.kodiko.gr/nomologia/document_navigation/142858/nomos-3699-2008. Accessed 25/09/2020. (In Greek).

Loxa, Ι. (2004). Guide for students with special mental abilities and talents. Athens. (In Greek).

Matsagouras, E. (2005). The Einstein candidates of the school. “Kathimerini” Newspaper. (2005, April 29th).

Matsagouras, E. (2008). Educating Children with High Learning Skills: Differentiated Co-education. Athens: Gutenberg.

Karnes, Μ. Β., & Shwedel, A. M. (1983). Assessment of pre-school giftedness. In D. Paget & B. A. Bracken (Eds), The psychoeducational assessment of pre-school children (pp. 473-509). New York: Grune & Stratton.

Tsiamis. A. (2006). Charismatic children live among us. Athens: Grigoris (in Greek).

Fingelkurts, A., & Fingelkurts, A. (2002). Exploring Giftedness. In S. P. Shohov (Ed.) Advances in Psychology Research, Vol. 9 (pp. 137-155). New York: Nova Publishers.

Manning, S. (2006). Recognizing Gifted Students: A practical Guide for Teachers. Kappa Delta Pi Record, 66.

Preckel, F., Holling, H., & Vock, M. (2006). Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness. Psychology in the Schools, 43, 401–411. https://doi.org/10.1002/pits.20154.

Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (pp. 217−245)., 2nd ed. Boston, MA: Cambridge University Press.

Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209–228. https://doi.org/10.1080/00461520.2013. 835597.

Tannenbaum, A. J. (1991). The Social Psychology of Giftedness. In N. Colangelo (Ed.), Handbook of Gifted Education. Boston: Allyn and Bacon.




DOI: http://dx.doi.org/10.46827/ejse.v6i3.3376

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).