Το Ευρωπαϊκό Πλαίσιο εκπαίδευσης των χαρισματικών παιδιών

Abstract

The present thesis attempts to generally ascribe the outline of the gifted education in European Union schools. In reality, it concerns the bibliographical overview of the gifted education in European schools, having as principal axis most of the Central and Western Europe countries. The research of the European educational policy in these particular schools is conducted based on two directional lines: a) the giftedness identification criteria and, thus, the giftedness of the children and b) the professional education as well as the teachers’ training (Mönks & Pflüger 2005).

What is worth mentioning is that there is not a comprehensive policy in European Union schools and the practices that are followed range from country to country (Reid & Boettger 2015). European countries have not developed a benefit comprehensive educational system to support gifted children (Sekowski & Lubianka 2015). The problems of identifying gifted children could be excused in a degree from the fact that there is not an unanimity about their profile among experts (Betts & Neihart 2012), while the issue of the teatchers’ training is connected to finances.

The research reveals the dynamic development of gifted education in European schools. The greatest progress is observed in Switzerland, Germany and the UK, followed by countries such as Romania and Sweden.