Εθνικό θεσμικό πλαίσιο για την εκπαίδευση των χαρισματικών μαθητών

Abstract

The purpose of the paper is the critical approach of policies developed at national level for the education of gifted students and the understanding of the position they hold in the country's education system. Firstly, the theoretical framework for “giftedness”, as it was defined by J. Renzulli, is exposed. This framework constitutes one of the two most prominent theoretical conceptions that have been given internationally for the above term, according to the National Association for the Gifted Children. Then, reference is made to the characteristics of gifted children and the necessity of flexible and enriched curriculum, as well as the application of differentiated teaching practices are justified so that the inclusion of gifted children in the common class of the typical school will be facilitated. Furthermore, Greek legislation on the education of gifted children is presented, while it is examined whether the existing education system responds to their special educational needs. Finally, the paper concludes that there is no clear regulatory framework covering the learning needs of gifted children. This fact has as a result that the gifted students are neglected in the classroom and their high abilities are not valued. Also, their constitutional right to access equal learning opportunities, like other student populations, is violated.