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.
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