One in five children are born highly sensitive (HS), with nervous systems that are more sensitive to sensory subtleties. The highly sensitive child (HSC) presents with behaviour that is often a way of coping with sensory overload from their environment. The symptoms of HS are often mistaken for shyness, introversion, timidity and a low sensory threshold. Because of their lack of understanding, teachers mislabel and misdiagnose these children as being mentally ill, or as suffering from, inter alia, ADHD or learning problems. When such children (HSC) are misunderstood, they begin to feel ‘different’ and ‘flawed’, which can lead to low self–esteem. The purpose of this study is to explore perceptions by HS children in middle childhood, to explore how aware they are of HS, and to discover the extent to which they have been affected by negative labelling often caused by being misunderstood, misdiagnosed and misinterpreted. The structured interviews conducted with HSC comprised of an interactive story, which had been written and illustrated to create explicit awareness of HS. After the storybook had been read, an interview schedule on HS was applied. Next, a focus group interview was conducted with the teachers to gather more rich data, thereby ensuring its trustworthiness. The aim was to explore the teachers’ perceptions of HSC in middle childhood. This exploration was necessary for making effective recommendations for managing and supporting HSC, so that the children can reach their full potential. Many HSC are gifted, and often become visionaries and pioneers in their particular fields. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

One in five children are born highly sensitive (HS), with nervous systems that are more sensitive to sensory subtleties. The highly sensitive child (HSC) presents with behaviour that is often a way of coping with sensory overload from their environment. The symptoms of HS are often mistaken for shyness, introversion, timidity and a low sensory threshold. Because of their lack of understanding, teachers mislabel and misdiagnose these children as being mentally ill, or as suffering from, inter alia, ADHD or learning problems. When such children (HSC) are misunderstood, they begin to feel ‘different’ and ‘flawed’, which can lead to low self–esteem. The purpose of this study is to explore perceptions by HS children in middle childhood, to explore how aware they are of HS, and to discover the extent to which they have been affected by negative labelling often caused by being misunderstood, misdiagnosed and misinterpreted. The structured interviews conducted with HSC comprised of an interactive story, which had been written and illustrated to create explicit awareness of HS. After the storybook had been read, an interview schedule on HS was applied. Next, a focus group interview was conducted with the teachers to gather more rich data, thereby ensuring its trustworthiness. The aim was to explore the teachers’ perceptions of HSC in middle childhood. This exploration was necessary for making effective recommendations for managing and supporting HSC, so that the children can reach their full potential. Many HSC are gifted, and often become visionaries and pioneers in their particular fields. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

I den här litteraturstudien har begreppet matematisk begåvning granskats i syfte att reda ut hur matematisk begåvning bland studenter kan mätas och även, vad som kännetecknar matematiskt begåvade elever i nutid. För att besvara dessa två frågor har tyngdpunkten lagts på forskning under 2000-talet, däribland doktorsavhandlingar och vetenskapliga artiklar. Genom att göra en studie utifrån dessa kommer resultatet av denna studie klargöra hur matematisk begåvning kan mätas och ge en inblick i vad som kännetecknar matematiskt begåvade elever, alla utifrån ett forskningsperspektiv. Mina studier enas om att matematiska egenskaper som de matematiskt begåvade eleverna kan ha är olika från elev till elev och kan vara vilka egenskaper som helst som underlättar matematikundervisningen för eleverna. De flesta studierna mäter matematisk begåvning med resultatbaserade medel vilket motsäger deras egna slutsatser om att alla matematiskt begåvade elever är sin egen karaktär och både lär sig och utövar kunskap på olika vis. / In this paper, the concept of mathematical giftedness has been reviewed with the purpose of unraveling how mathematical giftedness amongst students can be measured, and also, what characterizes mathematical gifted students today. To answer those two questions, the main focus has been devoted to research carried out during the 21st century, including doctoral dissertations and peer-reviewed articles. By doing that, the result of this study will clarify how mathematical giftedness can be measured, and give an insight as to what characterize mathematical gifted students, all from a research perspective. My studies agree that the mathematical characteristics of the mathematically gifted students may differ from student to student, and may be what qualities what so ever that facilitates the teaching of mathematics to students. Most studies measuring mathematical talent with performance-based funding, which contradicts their own conclusions about all mathematically gifted students is their own character and both are learning and practicing knowledge in different ways.

The purpose of this study is to investigate factors which can influence the emergence of high musical ability during the developmental process of musical talent achievement, comparing students in Seoul (Korea) and those in Sydney (Australia). The main focuses of the investigation concern the comparison of musical giftedness demonstrated in early childhood, the developmental process, and various factors, such as the environmental and intrapersonal, which can affect the emergence of talent, especially in those of different cultural backgrounds. For this purpose, Gagn????s Differentiated Model of Giftedness and Talent (DMGT, Gagn??, 2003) was adopted as an analytical tool for the present study, in particular for empirical research. A total number of 137 students and 88 parents participated in this research. Student participants consisted of two groups: young musicians aged below 10 who show high musical achievements; and teenage students who are musically superior. All students completed a questionnaire, and their parents also completed a questionnaire. Data showed some significant differences between students in the two countries. Three research instruments are employed based on Harnischmacher (1997). SCI (the Self-Concept Scale of Instrumental Abilities), GOP (Goal Orientation of Practice) and EAD (External Action Distraction) were included in the student questionnaire in order to examine intrapersonal catalysts (motivation) which can affect the developmental process of musical talent. A significant difference was found in SCI between countries. Self-concept of student groups in Sydney was significantly higher than that of students in Seoul among all age groups concerning musical abilities. However, there were no significant differences in GOP and EAD between students in Seoul and Sydney. Other differences emerged concerning the role of parents, expenditure on music lessons, time spent on practice, and environmental factors. In particular, cultural milieu was revealed as one of important environmental factors in the present study.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is linked to Line Search Special Education Course of Master Program of Postgraduate Education at the Federal University of Santa Maria - UFSM that arose from the interest generated during the training in special education and participation in projects. Thus, the question that guided this research was how the process of identifying students with characteristics of High Abilities/Giftedness happens within the school / deaf community and the purposes for which the same? Accordingly, the overall objective was to discuss the effects that the process of identifying students with characteristics of High Abilities/Giftedness will produce within the school for deaf. The specific objectives were: a) organize and implement strategies for identifying students with High Abilities/Giftedness that take into account the experiences, language and expression of the deaf, b) discuss the process of identifying students with characteristics of High Abilities/Giftedness in the deaf community, examined the effects for the same c) to examine the perceptions of those involved in research on the students with High Abilities/Giftedness and the identification process. This research followed a qualitative approach, the type of case study therefore used as a base school, in the case, a school for deaf. The methodology was organized to achieve the process of identifying students with High Abilities/Giftedness school for deaf, involving the support of deaf people to adapt a list of items for observation in the classroom (GUENTHER, 2000), as well as the participation of teachers and students of the school, in other stages of the process. All steps were carried out on a journal in the field, leading to further appreciation of them. For data analysis, was performed a categorization, with appropriate highlighting of some aspects that are highlighted, among them, the deaf students identified with characteristics of High Abilities/Giftedness show features, attributes that can be evidenced in the school, taking into account the specificities of their language, culture, etc. and they can be observed at different times. It is important to emphasize that the identification process that allows these students to think about curriculum strategies to meet this demand, nurture opportunities for differentiated learning. Moreover, the educational context is surrounded by a larger network of relationships, which determine time and space in modernity. / O presente estudo está vinculado à Linha de Pesquisa Educação Especial do Curso de Mestrado do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria UFSM que surgiu a partir do interesse despertado durante a formação na área da Educação Especial e da participação em projetos. Dessa forma, a questão que guiou esta pesquisa foi como o processo de identificação de alunos com características de altas habilidades/superdotação acontece dentro da escola/comunidade surda e quais os efeitos para a mesma? Nesta perspectiva, o objetivo geral foi problematizar os efeitos que o processo de identificação de alunos com características de altas habilidades/superdotação vai produzir no espaço da escola de surdos. Os objetivos específicos foram: a) Organizar e implementar estratégias para a identificação de alunos com altas habilidades/superdotação que levem em consideração as vivências, a língua e a expressão dos surdos; b) Problematizar o processo de identificação de alunos com características de altas habilidades/superdotação nesta comunidade surda, averiguando os efeitos para a mesma; c) Analisar as percepções dos envolvidos na pesquisa quanto aos alunos com altas habilidades/superdotação e ao processo de identificação. Esta pesquisa seguiu uma abordagem qualitativa, do tipo estudo de caso, pois utilizou como base uma instituição escolar, no caso, uma escola de surdos. A metodologia foi organizada tendo em vista a realização do processo de identificação de alunos com altas habilidades/superdotação na escola de surdos, envolvendo o apoio de colaboradores surdos para adaptação de uma Lista de Itens para observação em sala de aula (GUENTHER, 2000), assim como a participação de professores e alunos da escola, nas demais etapas do processo. Todas as fases realizadas foram descritas em um diário de campo, que permitiu uma posterior apreciação dos mesmos. Para a análise dos dados, foi realizada uma categorização, sendo oportuno o destaque de alguns aspectos que se salientaram, entre eles, que os alunos surdos identificados com características de altas habilidades/superdotação demonstram traços, atributos que podem ser evidenciados no contexto da escola, levando em consideração as especificidades da sua língua, cultura, etc. e que estes podem ser observados em diferentes momentos. É importante destacar que o processo de identificação destes alunos possibilita que se possa pensar em estratégias curriculares para atender a esta demanda, oportunizando possibilidades de aprendizagens diferenciadas. Além disso, o contexto educacional está envolto por uma rede maior de relações, que determinam tempos e espaços na modernidade.

The educational context, more precisely the school, has been the scene of several discussions, both with regard to working methods, teaching and public policies, as well as in relation to the subject that make up this space being noted that, currently, there are many differences with respect to the characteristics of the students who attend. In this sense, the present scientific interaction research theme is indigo children and with high skills/giftedness in the school context, considering the peculiar characteristics presented by these subjects. This research had as general objective to investigate which approaches and distances in the process of education of the students with high abilities/indigo and giftedness. Specific objectives are outlined: draw up a cast of features of the indigo child, directed to the school context, analyze how teachers perceive the indigo features and high skills/giftedness, evident in the school context and understand how the relationships of indigo and features high skills/giftedness interfere in the process of education of these subjects. To this end, the methodology of this research appears as a qualitative approach, since considering the relatively little explored theme using different data collection instruments. The background of this research is not to just get a new categorization of subject or behaviors, but in order to search for new knowledge that can help in the transformation of current education, still based on the principles of normalization of the subject. The analysis of the research included the examination of the indigo features cast, shortly after with the analysis of interviews given by teachers about the characteristics of their students. In the discussion were raised approaches regarding the characteristics and perceived indicators, culminating in the realization that there is a gap in the plan's discussion of spirituality, widely described by theoretical feature as an integral element of indigo and important features for complete understanding of the subject, as well as to meet the demand that the current society requires. Keywords: High skills/giftedness. Indigo children. Education / O contexto educacional, mais precisamente o escolar, tem sido palco de diversas discussões, tanto no que concerne às metodologias de trabalho, didática e políticas públicas, quanto em relação aos sujeitos que compõem tal espaço sendo observado que, atualmente, muitas são as diferenças no que tange às características dos estudantes que o frequentam. Neste sentido, a presente interlocução científica apresenta como temática de investigação crianças índigo e com altas habilidades/superdotação no contexto escolar, tendo em vista as características peculiares apresentadas por estes sujeitos. Esta investigação teve como objetivo geral investigar quais as aproximações e distanciamentos no processo de escolarização dos estudantes índigo e com altas habilidades/superdotação. Como objetivos específicos delineou-se: elaborar um elenco de características da criança índigo, direcionado ao contexto escolar, analisar como os professores percebem as características índigo e de altas habilidades/superdotação, evidentes no contexto escolar e compreender como as relações das características índigo e de altas habilidades/superdotação interferem no processo de escolarização destes sujeitos. Para tanto, a metodologia desta pesquisa configura-se como uma abordagem qualitativa, pois considerando o tema relativamente pouco explorado utilizou-se diferentes instrumentos de coleta de dados. A justificativa desta investigação está em não apenas buscar uma nova categorização de sujeitos ou comportamentos, mas na intenção de procurar novos conhecimentos que possam auxiliar na transformação da educação atual, ainda pautada em princípios de normalização do sujeito. A análise da investigação contou com a apreciação do elenco de características índigo, logo após com a análise das entrevistas concedidas pelas professoras a cerca das características de seus estudantes. Na discussão foram levantadas as aproximações a respeito das características e indicadores percebidos, culminando na percepção de que há um distanciamento na discussão do plano da espiritualidade, caraterística amplamente descrita pelo referencial teórico como elemento integrante das características índigo e importante para compreensão total do sujeito, bem como para atender a demanda que a sociedade atual necessita.

Orientador: Carina Alexandra Rondini / Resumo: Diante de um atendimento tão deficitário destinado aos estudantes com altas habilidades/superdotação (AH/SD), os docentes são focalizados, pois são estes os principais agentes encarregados do desenvolvimento educativo dos estudantes. Requisita-se a formação continuada como o meio responsável de promover nos professores já em serviço, a apreensão dos conhecimentos científicos e legais para que se possa transformar saberes e práticas docentes, tornando-os aptos a lidarem com a inclusão destes estudantes. Contudo, pesquisadores voltados à formação de professores vêm alertando sobre a importância de que se conheça o que a formação continuada pode realmente fazer pelas transformações educativas sob a pena de responsabilizar a ela e aos agentes educacionais envolvidos por transformações que requerem mudanças estruturais de ordem externas ao contexto escolar, permanecendo camuflados outros fatores que exercem igual ou maior influência na realidade educativa. Ao se inserir neste campo relacional entre a educação dispensada ao estudante com superdotação e a formação docente continuada, este trabalho elenca como problema de pesquisa: que práticas voltadas aos estudantes com superdotação, apresentadas num curso de formação continuada, são concretizadas no contexto educacional? Assim, assume como objetivo geral compreender a relação estabelecida pelos professores que cursaram o programa de formação continuada REDEFOR AH/SD com os conhecimentos trabalhados e qual o papel que estes conheci... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: By visualizing such a deficient attendance for students with high abilities/giftedness, the teachers are focused, since these are the main agents in charge of the educational development of the students. Continuing education is required as the responsible means of promoting already-in-service teachers, apprehending scientific and legal knowledge so that they can transform knowledge and teaching practices, making them able to deal with the inclusion of these students. However, researchers focused on teacher education have warned about the importance of knowing what continuing education can actually do for educational transformations, under the penalty of making it and educational agents involved in transformations that require structural changes of order external to in the school context, other factors that have an equal or greater influence on the educational reality remain hidden. When entering into this relational field between the education given to the student with giftedness and the continuing teacher formation, this work elates as a research problem: which practices aimed at students with giftedness, presented in a course of continuing education, are concretized in the educational context? Thus, the general objective is to understand the relationship established by the teachers who attended the continuing training program REDEFOR AH / SD with the knowledges studied and what role these knowledges began to play in teaching practices. For this purpose, this study was devel... (Complete abstract click electronic access below) / Mestre

Submitted by Verônica Lima dos Reis (veronica.lima.reis@gmail.com) on 2018-10-17T13:46:40Z No. of bitstreams: 1 CORRETA-Verônica Lima dos Reis - Tese FINAL Entrega biblioteca.pdf: 5980983 bytes, checksum: 4da8f4ccf82c13176dc00d028918c240 (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-10-17T15:37:06Z (GMT) No. of bitstreams: 1 reis_vl_dr_arafcl.pdf: 5980983 bytes, checksum: 4da8f4ccf82c13176dc00d028918c240 (MD5) / Made available in DSpace on 2018-10-17T15:37:06Z (GMT). No. of bitstreams: 1 reis_vl_dr_arafcl.pdf: 5980983 bytes, checksum: 4da8f4ccf82c13176dc00d028918c240 (MD5) Previous issue date: 2018-08-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A sexualidade é uma vivência complexa da vida de qualquer pessoa e abrange, dentre outros aspectos, o amadurecimento do corpo, os sentimentos de afeto e amor, as práticas sexuais, a saúde sexual e reprodutiva. As discussões sobre educação sexual são intensas no cenário brasileiro, especialmente nos espaços educativos. Pessoas com Altas Habilidades ou Superdotação (AH/SD) podem apresentar dissincronismo no processo de desenvolvimento intelectual e afetivo. Este estudo, qualitativo-descritivo, de abordagem sociológica teve por objetivo geral verificar aspectos psicossociais da sexualidade de adolescentes com AH/SD, além de: revisar sistematicamente a literatura sobre aspectos psicossociais da sexualidade de adolescentes com AH/SD; investigar o acesso a informações sobre sexualidade, bem como questões da educação sexual desses adolescentes; analisar suas possíveis crenças e valores sexuais; levantar relatos sobre conhecimento, ações e atitudes diante da sexualidade; e, elaborar uma proposta para intervenção com orientações para programas de Educação Sexual Formal ao público de adolescentes com e sem AH/SD. O método foi dividido em três etapas: 1) Estudo teórico - revisão sistemática da literatura; 2) Estudo empírico – de campo; e, 3) Elaboração de Proposta de intervenção. Na 1ª etapa a coleta ocorreu nas bases de dados: Biblioteca Virtual de Educação; Biblioteca Virtual de Saúde; Biblioteca Nacional; ERIC - Education Resources Information Center; Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Scopus; e, Web of Sciense. O critério de seleção foi enfocar a sexualidade e as AH/SD tendo adolescentes como participantes. A 2ª etapa contou com a participação de 12 adolescentes (seis do gênero masculino e seis do feminino) com idades entre 12 e 17 anos diagnosticados com AH/SD, sendo oito do tipo acadêmico e quatro do tipo produtivo-criativo (artes, desenho, dança e música) que responderam a um questionário online elaborado a partir de quatro eixos temáticos: caracterização, informações e concepções, crenças, saúde sexual e reprodutiva. Na 3ª etapa apresentou-se um programa de intervenção em Educação Sexual formal tendo como embasamento teórico as etapas de enriquecimento extracurricular propostas pela Teoria dos Três Anéis de Renzulli. Os resultados mostram que a literatura é carente de estudos sobre sexualidade de adolescentes com AH/SD, sendo encontrados apenas sete em base de dados internacionais; a família e a escola são as maiores fontes de informações sobre sexualidade; os conceitos e crenças sobre sexualidade retratam conhecimento científico; os participantes do gênero masculino apresentam estereótipos de beleza em relação a um corpo considerado bonito; os preservativos masculino e feminino são reconhecidos para a prevenção da gravidez (79,2%) e Infecções Sexualmente Transmissíveis (83,3%), enquanto outros métodos não foram diferenciados corretamente para a gravidez (49,4%). Consideram-se os resultados relevantes especialmente quando 11 dos(as) participantes sem vivência das práticas sexuais apresentam conhecimento teórico científico. A Educação Sexual formal e emancipatória pode contribuir para o desenvolvimento psicossocial de adolescentes com AH/SD, especialmente em trabalhos conjuntos com aqueles(as) sem AH/SD promovendo o desenvolvimento de todos. / Sexuality is a complex experience of the life of any person and includes, among other aspects, the maturing of the body, feelings of affection and love, sexual practices, sexual and reproductive health. The discussions about sex education are intense in the Brazilian scenario, especially in the educational spaces. People giftedness may present dyssynchronism in the process of intellectual and affective development. This qualitative-descriptive study of a sociological approach aimed to verify the psychosocial aspects of the sexuality of adolescents giftedness, in addition to: systematically review the literature on psychosocial aspects of sexuality of adolescents giftedness; investigate access to information on sexuality as well as sexual education issues of these adolescents; analyze their possible beliefs and sexual values; to report on knowledge, actions and attitudes towards sexuality; and, to elaborate a proposal for intervention with guidelines for programs of Formal Sexual Education to the public of adolescents. The method was divided in three stages: 1) Theoretical study - systematic review of the literature; 2) empirical - field study; and, 3) Elaboration of an intervention proposal. In the first stage the collection took place in the databases: Virtual Library of Education; Virtual Health Library; National Library; ERIC - Education Resources Information Center; Catalog of Thesis and Dissertations of the Coordination of Improvement of Higher Level Personnel (CAPES); Scopus; and, Web of Sciense. The selection criterion was to focus on sexuality and having adolescents gifted as participants. The second stage involved the participation of 12 adolescents (6 males and 6 females) aged between 12 and 17 years diagnosed with giftedness, eight of them were academic and four were of the productive-creative type (arts, design, dance and music) who answered an online questionnaire elaborated from four thematic axes: characterization, information and conceptions, beliefs, sexual and reproductive health. In the third stage, an intervention program in formal sexual education was presented, based on the theoretical stages of extracurricular enrichment proposed by Renzulli's Three Ring Theory. The results show that the literature is lacking in studies on sexuality of adolescents giftedness, and only seven are found in international databases; the family and school are the major sources of information about sexuality; concepts and beliefs about sexuality depict scientific knowledge; male participants exhibit stereotypes of beauty in relation to a body considered beautiful; male and female condoms are recognized for the prevention of pregnancy (79.2%) and sexually transmitted infections (83.3%), while other methods were not correctly differentiated for pregnancy (49.4%). The relevant results are considered especially when 11 of the participants without experience of sexual practices present theoretical scientific knowledge. Formal and emancipatory sexual education can contribute to the psychosocial development of gifted adolescents, especially in working together with those without giftedness which can promote the development of all. / CAPES - DS

abstract: The population of intellectually gifted youth encompasses a wide range of abilities, talents, temperaments, and personality characteristics. Although generalizations are often made outside of the empirical literature regarding the interpersonal skills of these children, much remains to be understood about their social behavior. The aim of this study was to examine the within-group differences of gifted children, and it was hypothesized that subgroups of the gifted population would differ from each other in terms of interpersonal skill development. Gifted education teachers within a large K-12 public school district in the Southwestern United States completed the Devereux Student Strengths Assessment (DESSA) regarding the social-emotional competence of 206 elementary and middle school students classified as gifted. Correlational analyses and factorial analysis of variance were conducted to compare interpersonal skills (as measured by DESSA ratings) and students' level of giftedness, area of identification as gifted, gender, and age. Results indicated that interpersonal skills were significantly related to gender, area of identification, and level of giftedness. Female children were described as having significantly higher levels of interpersonal skills overall, and children identified as gifted with both nonverbal and quantitative measures exhibited significantly higher levels of interpersonal skills than those identified with verbal or nonverbal measures alone. Significant correlations were also observed between the level of children's estimated gifted abilities and their interpersonal skills. Trends in the data suggested that as children's cognitive abilities increased, their interpersonal skills also increased, placing profoundly gifted children at social advantages over their moderately gifted peers. However, it was also noted that although the two variables were significantly related, they were not commensurate. While children presented with above-average cognitive abilities, their interpersonal skills were within the average range. This suggests that gifted children may benefit from interventions that target interpersonal skill development, in an effort to bring their social skills more in line with their cognitive abilities. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

Social and emotional difficulties observed among highly able students are addressed. The asynchronous development, perfectionism, over-excitability, underachievement, and other social and emotional difficulties are discussed, describing factors related to them. The article finalizes highlighting possible contributions of the psychologist on counseling high ability students, their families and teachers, with the purpose of preventing or reducing maladjustments, as well as of helping them optimize their developmental process. / Se describen dificultades socio-emocionales que fueron observadas en alumnos con altas habilidades. Asimismo, se discute la asincronía entre distintas dimensiones del desarrollo, tales como el perfeccionismo, la hipersensibilidad, el bajo rendimiento, además de otro tipo de dificultades socio-emocionales, presentándose factores asociados a las mismas. Finalmente se señalan las posibles contribuciones del psicólogo en lo que se refiere a la orientación de los alumnos con altas habilidades, sus familias y profesores, a nivel de prevención o minimización de los desajustes, así como para contribuir a la optimización de su proceso de desarrollo.