简介:Giftedspecialeducationexperiencesabroaderdevelopment.Differentiatedcenters,suchasGermanFederalSchoolforHighlyGifted,theGiftedHongKongSchool,DavidsonAcademy,MexicanSchoolforGiftedStudents,andTalentAttentionCenter,areanevidenceofgiftededucationdevelopment.Academicandpsychologicalresultsofthesecentersarewelldocumented.Itisnotknownwhichnon-quantitativefactorsofdifferentiatededucationarethecausesofbetteracademicandpsychologicalresultsincomparisonwithaverageeducation.Thestudywasperformedwith27people,consistingof15giftedstudents(aged4-15)from10countrieswhotakeclassesatoneoftheMexicanAllianceforGiftednessschools,l0professorsorteachersofthegifted,andtwodirectorsoftheseinstitutions.Theresearchwasqualitative,usinginterviewsandfieldobservationforobtainingdataregardingeducationalandpsychologicalactivitieswithingiftedinstruction.Socialandpsychologicalfactorsthatcharacterizedifferentiatedprogramsforthegiftedwerefoundinthisstudy.Teachersingiftededucationfieldhaveactiverolesintheeducationofgiftedstudentsbecomingeducationalleaders.Professorsshowededucationalstrategiesandworkeddifferentlyfromaverage.Intrinsicandextrinsicfactorsthataffectdifferentiatededucationresultswerealsofound,suchasprofessor-studentempathyandpsychological-socialstrategies.Inaddition,theresultsunveiledthetruegiftedstudentacademicexperienceindifferentiatededucation,characterizedbyintensiveacademicscheduleswithregularbreaksforsocialization,exercise,andartsclasses.Furthermore,thisstudyunderminedthemythsaboutgiftedspecialeducationasitshowedholisticallythenon-quantitativefactorscontributingtoitssuccess.