Διεθνείς εμπειρίες στην εκπαίδευση των χαρισματικών μαθητών

Abstract

             The following bibliographic research deals with charismatic children whose excellent predispositions and abilities must be exploited with appropriate educational policies and practices. In addition, while charismatic children have the ability to learn quickly, have high abstraction and excellent memory, they are at risk of under-performance and negative feelings for learning, if they fail to meet their needs.

 In order to see the improvement of the possibilities of the charismatic children and the exploitation of them, we do a comparison of the policies that have been used internationally. We outlined the policies followed in Australia, the US, Eastern and Western Europe, which generally follow a combination of practices (class, special schools, special departments, working groups) and we found that all states tend to eliminate the dividing model of special schools. Most countries prefer the differential teaching as more appropriate and promote the two main ways of teaching: acceleration, which means reducing the time of school attendance and the technique of enriching the teaching material. In Greece, despite our efforts, we have several weaknesses in exploitating these practices.