Αποδομώντας πέντε διαδεδομένους μύθους για τη χαρισματικότητα και τους χαρισματικούς μαθητές

Translated title of the contribution: Deconstructing five common myths about giftedness and gifted pupils

Anna K. Touloumakou, Vassiliki Beloyianni, Alexia Barrable, Mirka Lada

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    Gifted and talented children constitute a rather neglected and underserved student population with limited access to appropriate educational services that may contribute to their talent identification and development. The prevalence of a host of misconceptions and myths around giftedness and the characteristics of the gifted, tends to further undermine the effors for an efficient psychoeducational approach with gifted students. Within this context, this paper seeks to debunk five prevalent myths and misconceptions about giftedness and gifted students as yielded through a literature review, starting from the relevant special issue of the Gifted Childhood Quarterly. Though this review, five common misconceptions about the denition, the expression of goftedness as well as the educational needs and potential of gifted students. Debunking these myths goes through the juxtaposing current research findings and modern theories that add to the available knowledge about and promote evidence-based inclusive practices.
    Translated title of the contributionDeconstructing five common myths about giftedness and gifted pupils
    Original languageOther
    Pages (from-to)153–174
    Number of pages23
    JournalΠροσχολική & Σχολική Εκπαίδευση
    Volume10
    Issue number2
    DOIs
    Publication statusPublished - 1 Nov 2022

    Keywords

    • giftedness
    • talent
    • gifted education
    • intelligence
    • high ability students

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