The curriculum model for gifted students continues to raise many doubts and uncertainties in the current education system. The aim of this thesis is to explain (diagnose and analyze) what is the curriculum model that currently accommodates gifted students in the Valencian education system, with the intention of developing proposals for educational improvement. The research design responds to three types of study: a documentary study, a quantitative descriptive-correlational study, and a qualitative type group discussion. The documentary study has been used to review the initial and ongoing training offered to education professionals. The correlational descriptive study analyzed the following dimensions: training received, knowledge of gifted abilities, beliefs and attitudes, knowledge of current legislation, and educational response applied to gifted students. The data were collected through two ad hoc questionnaires, one aimed at teachers and the other at professionals in educational guidance. Finally, two focus groups have been set up: one for families and the other for gifted students. The analysis of the data collected shows that the initial training of teachers and guidance professionals seems to be more focused on deficit than on the promotion of talent and to obviate the importance of working with gifted students. In addition to the lack of basic training, it is evident that many of the education professionals feel inadequately prepared to attend to gifted students. Therefore, the fact that one has received training does not guarantee that it will be transferred directly to the classroom. On the other hand, it is the youngest professionals who show the best knowledge and the least stereotypical and prejudice-free view of gifted education. In contrast, there is no significant relationship between knowledge and attitudes based on the training received. It is therefore the younger generations who are starting from a less stereotypical view of gifted education. With regard to the knowledge of the current legislation, there is a clear ignorance of the current legislation by teachers, but not in the case of guidance professionals, especially among those who work in public education and those with more years of experience in the field. Finally, in relation to the current curriculum model for gifted students in the Valencian education system, the data collected show a lack of long-term planning, coordination between stages (or even within the same stage ) and the ability to establish a clear and coherent itinerary that attends to student needs. Ultimately, the proposed intervention in this thesis addresses the need to orient the education system towards the development of student talent, and not towards the deficit, as is the case in the current education system. It is on this basis that the specific model for gifted students needs to be framed, which must be planned and monitored over time. In addition, two documents are proposed that can facilitate the organization of the curriculum model for these students by education professionals, taking into account their own educational needs, linked to their particular way of learning. The different measures proposed are framed within the four levels of measures to promote the inclusion of students established by current legislation pursuant to Decree 104/2018. An education system that looks towards the inclusion of all students must necessarily be oriented towards equity, and not towards equality, it must give opportunities to each student, regardless of their characteristics or circumstances.
2022-03-28
