No description available.

Orientador: Ana Clara Bortoleto Nery / Banca: Arilda Inês Miranda Ribeiro / Banca: Graziela Zambão Abdian Maia / Resumo: Esse trabalho teve como objetivo reconstruir aspectos da atuação de professores da Escola Normal em Umuarama, entre 1967 a 1976. O ponto de partida é a analise das memórias de um professor que atuou na Escola Normal Maria Montessori naquele período, visando mais especificamente, resgatar elementos para compreender o trabalho docente nas escolas de formação de professores e contribuir com a história da Escola Normal Maria Montessori. Adotou-se como metodologia a pesquisa qualitativa, estruturada por meio da narrativa. A opção pela narrativa deu-se pela intenção de analisar o modo como o professor concebe a sua vida profissional e os aspectos intrapessoais na subjetivação de si, para sustentação dos conhecimentos, como elementos que podem constituir o ser professor. Os dados da narrativa apontam que, durante o funcionamento da Escola Normal Maria Montessori, os cursos estiveram inseridos no contexto da tendência liberal tecnicista, com forte influência das teorias positivistas e da psicologia americana behaviorista, que apareceu no bojo da proposta de educação do Magistério no Paraná, através da implantação da Lei 5692/71. No período estudado havia o discurso em defesa da ordem e disciplina que eram consideradas fundamentais e muito difundidas no contexto do curso normal. Neste contexto, o percurso de formação do docente foi perpassado por uma por uma tendência pedagógica marcadamente autoritária. O início da trajetória pessoal/profissional foi bastante difícil e perpassada por conflitos. Assim, é recorrente no discurso do docente a presença de momentos de insegurança no fazer docente e de perplexidade face ao novo. / Abstract: The present study deals with questions about the inclusion of students with deficiency in common classrooms of the regular education. It was considered as priority action, the formation of teachers aiming the didactics-curricular reorganization, with emphasis in the pedagogical relations as well as affective ones that are established in the classroom. It was salient the importance that the teacher has space to plan, to analyze and to reflect about his practice. Therefore it has academic improvement of students with deficiencies included in regular classrooms we need to form a new type of educator. It was perceived two parallels: in one hand the teachers of regular education do not have a minimum preparation to work with children who present evident deficiencies and, for the other hand, great part of the teachers of special education have not much to contribute with the pedagogical work developed in regular education, in the extent where they have supported and constructed their ability in the specific difficulties of the students that they take care of. Real vision, since the professionals of Special Education had graduated in the perspective of a medical model that aimed to compensate the deficiencies of the student, having the special classrooms their own dynamics and proper rationality, in majority structuralized without a consistent academic planning, and even when inserted in a regular school, the proposal were disentailed of the pedagogical politician project of the same one. Towards the school inclusion be real the teacher of the regular classroom must be sensitized and capable (psychological and intellectually) "to change his way to teach and to adapt what he will teach" so he will attend the necessities of all students, including some that has greater difficulties. / Mestre

Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education teachers (RETs) and 5 special education teachers (SETs) from 3 public school districts in a south-central U.S. state. Data were analyzed using open coding to identify themes and patterns. Results indicated that SETs served SWDs from multiple classes and sometimes from multiple grades rather than following 1 student throughout the day. Further, RETs had students with and without disabilities from up to 7 different grade levels in their inclusion classrooms. Findings also revealed that none of the participants engaged in collaborative content planning. Almost all participants expressed the need for additional teachers to reduce the teacher-to-student ratio and for more training for RETs to support inclusion of SWDs in their classes. Findings may provide information to leaders at the building, district, regional, state, and legislative levels regarding how inclusion can be improved in classrooms, including how systemic change in public school systems may be implemented.

Bakgrund: Distriktssköterskor har i Sverige haft förskrivningsrätt sedan mitten av 1990-talet. Anledningen från början var att underlätta för läkarna, framför allt på landsbygden där läkartätheten var låg. Socialstyrelsen genomförde år 2000 en uppföljning av hur förskrivningsrätten användes. Författarna ville se om och/eller hur förskrivningen har förändrats samt hur förskrivningen ser ut i Sverige jämfört med andra länder. Syfte: Syftet med studien var att beskriva distriktssköterskans erfarenheter av att förskriva läkemedel i hemsjukvården samt deras uppfattning om förskrivningsrättens framtida utveckling inom distriktssköterskeproffessionen. Metod: Författarna valde att använda en kvalitativ metod i studien och som datainsamlingsmetod användes intervjuer med öppna frågor. Vid datanalysen användes en induktiv ansats där författarna bearbetade materialet med stöd av kvalitativ innehållsanalys. Resultat: Distriktssköterskan upplever att förskrivningsrätten är en bra kompetens att ha och att den underlättar i det dagliga arbetet. Olika faktorer påverkar hur väl förskrivningen fungerar. Möjlighet till regelbunden fortbildning och kontinuitet i arbetslaget främjar förskrivningen. Däremot saknas till viss del funktionella IT-system som underlättar förskrivningen. Dessutom finns många av de läkemedel som får förskrivas redan att tillgå utan recept. Därför upplever distriktssköterskan förskrivningsrätten ibland som en otillräcklig resurs inom distriktssköterskeprofessionen som skulle kunna utnyttjas på ett effektivare sätt. / Background: Since the middle of the 1990’s district nurses in Sweden have had the ability to prescribe drugs. In the beginning the reason was to help the physicians. The Swedish Social Board monitored in the year 2000 how this prescribing was used. The authors wanted to investigate if and/or how the prescribing has changed and also how the prescribing is used in Sweden compared to other countries. Aim: The aim with the study was to describe the district nurses’ experiences of prescribing drugs in homecare nursing and their opinion of the future development of prescribing in their profession. Method: The authors chose to use a qualitative method in the study and the method of data gathering was interviews based on open questions. At the analysis of data an inductive approach was used and the authors processed the material using qualitative content analysis. Results: District nurses experience that the prescribing facilitates their daily work. Access to regular education and continuity in the working team promotes the prescribing. Some essential IT systems are missing which would facilitate prescribing. Furthermore a large amount of the drugs that can be prescribed are already available without prescription. Therefore prescribing drugs is sometimes perceived as an insufficient resource in district nurses profession that could be utilized in a more effective way.

AN ABSTRACT OF THE DISSERTATION OF Linda Elaine Buerck, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on November 12, 2009, at Southern Illinois University Carbondale. TITLE: EFFECTS OF ENROLLMENT IN CO-TEACHING CLASSES ON THE ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS WITHOUT DISABILITIES MAJOR PROFESSOR: D. John McIntyre, Professor of Curriculum and Instruction, Ed.D., University of Syracuse This study examined the impact of enrollment in co-teaching classes on the grades earned by high school students without disabilities. The study also included analyses of teacher responses to a survey regarding their experience with the co-teaching model at the school. The study sought to examine (1) the extent to which enrollment in co-teaching classes affects academic achievement of regular education students; (2) the attributes of co-teaching classrooms that may have an effect on the academic performance of all students; and (3) the similarities and differences in opinion of regular education teachers and special education teachers regarding the co-teaching model. Student grades were analyzed using descriptive statistical procedures. Thirty-eight classes were eligible for the study. A total of 719 semester grades were recorded, representing 441 students. Two hundred thirteen of the students were enrolled in more than one of the classes in the study concurrently. A subset of data was produced using only the grades earned by the 124 students who were enrolled in at least one regular education class and at least one co-teaching class in the same semester. The dependent variable was course grades. The primary independent variable was the type of class--regular education or co-teaching. Other independent variables included course content (Communication Arts, Mathematics, Science or Social Studies), grade in school (9th, 10th, 11th, or 12th), and achievement level. Student achievement levels were classified as low (0.00-4.99), average (5.0-7.99), or high (8.0-11.0) based on overall grade point averages. Paired samples t-tests demonstrated significant difference between grades earned in co-teaching classes and grades earned in regular classes. Student grades in all three achievement levels were higher in co-teaching classes than in regular education classes. A Cohen's d coefficient was generated to determine the effect size of the differences between teaching models. A medium effect size was detected for grades earned in co-teaching classes for students in the high and average achievement levels. There was a large effect size for grades earned in co-teaching classes for students in the low achievement category. Teacher responses to a survey constructed solely for use in this study were analyzed using inductive analysis. Ten regular education teachers and seven special educators responded to the survey (response rate of 77% for all teachers.) The three themes that emerged from all teachers were the need for common planning time, the need for quality professional development and training activities, and the need to clearly define the roles of each co-teacher in the pair. Responses to selected questions were also analyzed by directly comparing the responses given by the 13 pairs of teachers who were assigned to the same co-teaching class. There were significant differences in perceived roles between the pairs of teachers.

Made available in DSpace on 2014-06-11T19:28:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-01Bitstream added on 2014-06-13T19:36:39Z : No. of bitstreams: 1 delgado_err_me_mar.pdf: 515438 bytes, checksum: 39f079e979e76d4f9e0a1b1ecf59ae8d (MD5) / Esse trabalho teve como objetivo reconstruir aspectos da atuação de professores da Escola Normal em Umuarama, entre 1967 a 1976. O ponto de partida é a analise das memórias de um professor que atuou na Escola Normal Maria Montessori naquele período, visando mais especificamente, resgatar elementos para compreender o trabalho docente nas escolas de formação de professores e contribuir com a história da Escola Normal Maria Montessori. Adotou-se como metodologia a pesquisa qualitativa, estruturada por meio da narrativa. A opção pela narrativa deu-se pela intenção de analisar o modo como o professor concebe a sua vida profissional e os aspectos intrapessoais na subjetivação de si, para sustentação dos conhecimentos, como elementos que podem constituir o ser professor. Os dados da narrativa apontam que, durante o funcionamento da Escola Normal Maria Montessori, os cursos estiveram inseridos no contexto da tendência liberal tecnicista, com forte influência das teorias positivistas e da psicologia americana behaviorista, que apareceu no bojo da proposta de educação do Magistério no Paraná, através da implantação da Lei 5692/71. No período estudado havia o discurso em defesa da ordem e disciplina que eram consideradas fundamentais e muito difundidas no contexto do curso normal. Neste contexto, o percurso de formação do docente foi perpassado por uma por uma tendência pedagógica marcadamente autoritária. O início da trajetória pessoal/profissional foi bastante difícil e perpassada por conflitos. Assim, é recorrente no discurso do docente a presença de momentos de insegurança no fazer docente e de perplexidade face ao novo. / The present study deals with questions about the inclusion of students with deficiency in common classrooms of the regular education. It was considered as priority action, the formation of teachers aiming the didactics-curricular reorganization, with emphasis in the pedagogical relations as well as affective ones that are established in the classroom. It was salient the importance that the teacher has space to plan, to analyze and to reflect about his practice. Therefore it has academic improvement of students with deficiencies included in regular classrooms we need to form a new type of educator. It was perceived two parallels: in one hand the teachers of regular education do not have a minimum preparation to work with children who present evident deficiencies and, for the other hand, great part of the teachers of special education have not much to contribute with the pedagogical work developed in regular education, in the extent where they have supported and constructed their ability in the specific difficulties of the students that they take care of. Real vision, since the professionals of Special Education had graduated in the perspective of a medical model that aimed to compensate the deficiencies of the student, having the special classrooms their own dynamics and proper rationality, in majority structuralized without a consistent academic planning, and even when inserted in a regular school, the proposal were disentailed of the pedagogical politician project of the same one. Towards the school inclusion be real the teacher of the regular classroom must be sensitized and capable (psychological and intellectually) “to change his way to teach and to adapt what he will teach” so he will attend the necessities of all students, including some that has greater difficulties.

Submitted by RAFAELA CRISTINA BIANCHI null (rafaelabianchi18@hotmail.com) on 2017-05-15T00:34:27Z No. of bitstreams: 1 dissertação autoarquivamento3.pdf: 1554304 bytes, checksum: 327333ef755e18df62be187a128006c3 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-16T14:13:50Z (GMT) No. of bitstreams: 1 bianchi_rc_me_fran.pdf: 1554304 bytes, checksum: 327333ef755e18df62be187a128006c3 (MD5) / Made available in DSpace on 2017-05-16T14:13:50Z (GMT). No. of bitstreams: 1 bianchi_rc_me_fran.pdf: 1554304 bytes, checksum: 327333ef755e18df62be187a128006c3 (MD5) Previous issue date: 2017-03-17 / As Políticas Públicas destinadas à inclusão escolar têm como foco principal, o acesso, a permanência e a qualidade de ensino para todos, sem discriminação de nenhuma das condições do aluno. Essas políticas pertencem ao movimento inclusivo que gera muitas dúvidas e inseguranças ao professor, principalmente no que diz respeito às suas práticas pedagógicas. No caso de alunos com Transtornos do Espectro autista, existem três entraves que podem prejudicar seu processo de aprendizagem, a grande dificuldade de comunicação característica da síndrome, o comportamento retraído e suas relações sociais. A partir dessa perspectiva, a pesquisa tem por objetivo analisar as possibilidades, assim como, as dificuldades que os docentes encontram no trabalho de inclusão de alunos autistas no ensino regular. Para compreender o espectro autista, e a inclusão escolar tradado nesse estudo, foi realizada uma revisão bibliográfica, elencando os principais autores que tratam desta temática. E para legitimar o caráter qualitativo deste estudo realizou-se uma pesquisa de campo envolvendo a inclusão de alunos autistas na primeira etapa do ensino fundamental. O foco da pesquisa foram profissionais diretamente envolvidos no processo de inclusão, professores da rede regular de ensino, professores do atendimento educacional especializado e, coordenadoras pedagógicas das escolas, que recebem as capacitações oferecidas pela Secretaria Municipal de Educação do município e, responsáveis por multiplicá-las aos demais docentes. A partir da pesquisa foi possível constatar alguns entraves principalmente relacionados à formação docente, as professoras envolvidas na pesquisa relacionaram algumas das dificuldades no trabalho com alunos autistas às lacunas deixadas por sua formação, seja a inicial como a continuada. / Public Policies aimed at school inclusion have as main focus, access, permanence and the quality of education for all, without discrimination of any of the conditions of the student. These policies belong to the inclusive movement that generates many doubts and insecurities to the teacher, especially regarding their pedagogical practices. In the case of students with Autism Spectrum Disorders, there are three obstacles that can impair their learning process, the great difficulty of communication characteristic of the syndrome, withdrawn behavior and their social relations. From this perspective, the present research aims to analyze the possibilities, as well as the difficulties that teachers find in the work of inclusion of autistic students in regular education. To understand the autistic spectrum, and the scholastic inclusion in this study, a bibliographical review was made, listing the main authors that deal with this topic. And to legitimize the qualitative character of this study was conducted a field research involving the inclusion of autistic students in the first stage of elementary school. The focus of the research were professionals directly involved in the inclusion process, teachers of the regular education network, teachers of specialized educational services and pedagogical coordinators of the schools, who receive the training offered by the Municipal Education Department of the municipality and, The other teachers. At the end, a proposal will be presented to the Municipal Department of Education to improve the qualifications regarding the care of the student with Autism Spectrum Disorder.

abstract: The presence of certain chromosomal disorders is not always immediately apparent at birth. Children with relatively high-incidence, but non-heritable disorders may receive delayed identification due to the sometimes subtle manifestation of their disorder. Delayed identification may result in various undesirable outcomes for affected children and their families. In addition to parents, teachers can be valuable participants in the identification process. Chromosomal disorders are associated with generally predictable physical and behavioral characteristics, known as phenotype. In the present study, the influence of phenotype on teachers' student-related concerns was examined. Teachers looked at a photo and read a vignette about a fictional elementary-age student who, although not identified, showed varying degrees of the Turner syndrome phenotype. A follow-up questionnaire indicated significantly greater concerns when a student showed many versus few characteristics of behavioral phenotype. However, the effect of morphological phenotype on teacher responses was not significant. The implications for identification of chromosomal disorders are discussed. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-29T17:14:55Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Raclene Ataide de Faria - 2014.pdf: 3536475 bytes, checksum: a2699bd331cd8f4c36f5fa6d879228bf (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-29T17:40:11Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Raclene Ataide de Faria - 2014.pdf: 3536475 bytes, checksum: a2699bd331cd8f4c36f5fa6d879228bf (MD5) / Made available in DSpace on 2015-01-29T17:40:11Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Raclene Ataide de Faria - 2014.pdf: 3536475 bytes, checksum: a2699bd331cd8f4c36f5fa6d879228bf (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The 20th century was characterized by triggering debates about human rights and citizenship. The offset of the claims of the macrstructural plan for the identity-oriented for the emergence of new social movements and the mobilization for the rights of persons with disabilities to live in segregated and not discriminatory environments. These mobilizations is the paradigm of inclusive education, subject and object of a few conventions, international agreements, of "review" of the Brazilian educational legislation, the extension of theoretical productions and re/organization of school classes. This process intensified in the second half of the year 1990, has caused significant changes in life and social relations of persons with disabilities, since questions and forge the breakup of dichotomous division between special education and regular education and allows a wider social coexistence. With the goal of realizing the auto representações that adolescents with intellectual disabilities have of themselves, formed a research group with students of cycle III in municipal schools in Goiânia. The choice of the subject of the research is the result of the contradiction that exists between the emergence of inclusive paradigm and the process of gene silencing of people with intellectual disabilities, given the difficulty of their autonomous institutional organization and belittling their ability to formulate opinions and critical analysis. The group consists of twenty people, most of the male students from 11 schools located in various regions of the capital. The data collection instruments were depth interviews, life story fundamentally and analysis of school documents. The main theoretical framework is formed, among others, by Alonso, Berger and Luckmann, Bourdieu, Goffman, Habermas, Mantoan, Mazzotta, Moscovici, Silva, Taylor and Bogdan, also, by official documents about the Brazilian school education and documents drawn from international conventions and agreements on education and the rights of people with intellectual disabilities. The bibliographical research showed that the representations are constructed socially, expressed in the political sphere of discourse-semantic mode, linked to the experiences of social coexistence and sociability of the subjects in the social institutions and historically anchored. Empirical research has shown that the Group of people with intellectual disabilities, regarding the physical characteristics, behavioral, health and personal development, is, in itself, a very heterogeneous group. Despite personal differences, the autorepresentações make explicit a positive self-image of themselves as a student in regular public school in Goiânia; the desire to keep your education process in schools and regular classes; the commitment to present a good social image of itself, taking advantage of postures in/discipline to give visibility to a positive image in relation to its peers; the importance of colleagues, teachers, the conversations and all forms of sociality made possible at school for personal well-being; the appreciation for the school and for the friendships; the posture of victimhood and ambiguous situation not to be in a process where conflicts the various representations about the person with intellectual disabilities, their rights, possibilities and potential. / O século XX foi caracterizado pelo desencadeamento de debates sobre os direitos humanos e de cidadania. Do deslocamento das reivindicações do plano macroestrutural para as de cunho identitário há a emergência dos novos movimentos sociais e a mobilização em prol dos direitos das pessoas com deficiência de viverem em ambientes não segregados e discriminatórios. Dessas mobilizações surge o paradigma da educação inclusiva, tema e objeto de algumas convenções, de acordos internacionais, de “revisão” da legislação educacional brasileira, da ampliação de produções teóricas e da re/organização das classes escolares. Esse processo, intensificado na segunda metade dos anos de 1990, tem provocado mudanças significativas na vida e nas relações sociais de pessoas com deficiência, uma vez que questiona e forja o rompimento da divisão dicotômica entre educação especial e educação regular e possibilita uma convivência social mais ampla. Com o objetivo de perceber as autorepresentações que adolescentes com deficiência intelectual têm de si, formou-se um agrupamento de pesquisa com estudantes de ciclo III em escolas municipais em Goiânia. A escolha dos sujeitos da pesquisa é fruto da contradição existente entre a emergência do paradigma inclusivo e o processo de silenciamento das pessoas com deficiência intelectual, dada a dificuldade de sua organização institucional autônoma e do menosprezo a sua capacidade de formular opiniões e análises críticas. O agrupamento é formado por vinte pessoas, a maior parte do sexo masculino, estudantes de onze escolas localizadas em várias regiões da capital. Os instrumentos de coleta de dados foram entrevistas de profundidade, história de vida fundamentalmente e análise dos documentos escolares. O referencial teórico principal é formado, dentre outros, por Alonso, Berger e Luckmann, Bourdieu, Goffman, Habermas, Mantoan, Mazzotta, Moscovici, Silva, Taylor e Bogdan, também, por documentos oficiais sobre a educação escolar brasileira e documentos elaborados a partir de acordos e convenções internacionais sobre a escolarização e os direitos de pessoas com deficiência intelectual. A pesquisa bibliográfica evidenciou que as representações são construídas socialmente, expressas na esfera política de modo discursivo-semântico, vinculadas às experiências de convivência social e de sociabilidade dos sujeitos nas instituições sociais e ancoradas historicamente. A pesquisa empírica revelou que o grupo de pessoas com deficiência intelectual, no que tange as características físicas, comportamentais, de saúde e de desenvolvimento pessoal, é, em si, um grupo bastante heterogêneo. Apesar das diferenças pessoais, as auto-representações explicitam uma autoimagem positiva de si como estudante na escola pública regular em Goiânia; o desejo de manter o seu processo de escolarização em escolas e classes regulares; o empenho em apresentar uma boa imagem social de si, valendose de posturas de in/disciplina para dar visibilidade a uma imagem positiva em relação a seus pares; a importância de colegas, professoras/es, das conversas e de todas as formas de sociabilidade possibilitadas na escola para o bem-estar pessoal; o apreço pela escola e pelas amizades; a postura de não vitimização e a situação ambígua de estar em um processo onde conflitam as várias representações sobre a pessoa com deficiência intelectual, seus direitos, possibilidades e potencialidades.

Denna fältöversikt kartlägger olika aspekter av matematisk begåvning med särskild fokus på reguljär matematikundervisning. Av forskningsfältet framhålls och exemplifieras varierade synsätt på hur matematikundervisning kan utformas för att erbjuda matematiskt begåvade elever en positiv kunskapsutveckling. De mångfacetterade och varierande infallsvinklarna som finns att tillgå kan göra det svårt för lärare att välja ut lämpliga strategier, metoder och anpassningar för de matematiskt begåvade eleverna de själv har i sina klasser. Resultaten av fältet indikerar att lärares ämneskunskaper och pedagogiska kompetens har störst inverkan på vilket stöd och bemötande elever erbjuds. Det som källorna även framhåller är att begåvade elever behöver identifieras. Identifikationsprocesser beskrivs som en kartläggning av elevernas förmågor, kunskaper och inlärningsstilar men bör även innehålla kontinuerlig utvärdering, analysering och återkoppling av elevers kunskapsutveckling. I källor föreslås det att matematiskt begåvade elever gynnas av individuellt utformad undervisning som inkluderar utmananande och snabbt accelererande uppgifter som med fördel även utgår från elevernas egna intresseområden. / This survey presents a summary of strategies and methods for mathematically gifted individuals’ whit special focus on regular education. Researches exemplify a various spectra of learning environments and methods for gifted students. Although, it can be challenging for teachers to figure out what constitutes an optimal learning environment for mathematically gifted students. According to findings it’s of most interest for gifted children’s positive knowledge development that teachers are professional in both pedagogical and theoretical manners. Manny sources also indicate that mathematically gifted students first of all need to be identified as talented. The identification processes will serve as a form of map in which gifted students skills, knowledge and learning styles are gathered and it also consists of a continual evaluating of student learning processes and knowledge development. Data exemplify that gifted students’ knowledge needs to be challenged and rapidly accelerate in order to interest and motivate them in their learning process. Findings also show that gifted students require personalized solutions that advantageously are originated from students own interests to ensure a positive knowledge development.