High Potential and Giftedness: From Exceptional Gifts to Difficulties
Giorgia Ruzzante, Alessia Travaglini
The issue of giftedness is still poorly understood in Italy. Although it is estimated that pupils with this cognitive profile represent about 5% of Italian pupils, this special educational need is still poorly known and recognized. Thus, students with high potential or with surplus endowments often experience a situation of estrangement from the school context, boredom and demotivation. To investigate how this phenomenon is perceived and understood by Italian teachers, the authors carried out an exploratory survey using a questionnaire to collect their reflections and experiences on the matter. The results obtained highlight, in addition to a lack of knowledge of giftedness, the difficulty of the school in setting up stimulating learning environments through active and participatory teaching strategies.
Keywords
Giftedness, Talent, Inclusion, Teacher training.
