Perceptions about special education and giftedness between psychologists and psychology students: some reflections

Tatiana de Cassia Nakano; Ana Paula Costa  Carvalho; Isabela Della Torre de  Morais

doi:10.33448/rsd-v10i16.23632

Autores/as

Tatiana de Cassia Nakano Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0002-5720-8940
Ana Paula Costa Carvalho Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0001-7745-4340
Isabela Della Torre de Morais Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0001-9370-1815

DOI:

https://doi.org/10.33448/rsd-v10i16.23632

Palabras clave:

Estudiante superdotado; Proceso de formación en psicología; Concepciones; Currículo.

Resumen

Considerando las diferentes posibilidades de la psicología en la educación especial, se realizó un estudio exploratorio sobre la percepción de psicólogos (n = 64) y estudiantes de psicología (n = 70) sobre esta área. Los participantes respondieron un cuestionario que consta de dos partes. El primero tenía seis preguntas abiertas y el segundo, 14 mitos asociados con altas capacidades / superdotación. Los resultados indicaron, en general, brechas en la formación para trabajar en la asignatura, lo que indica poca preparación para trabajar en esta área, debido a la escasa presencia de disciplinas y, en consecuencia, al desconocimiento de las prácticas profesionales. Profesionales y estudiantes indicaron la creencia en mitos equivocados. Los participantes también informaron que no se sienten preparados para trabajar con esta audiencia, especialmente con personas talentosas. En general, el estudio señaló la importancia de reformular la formación en psicología para trabajar en el área de educación especial, de manera que sus profesionales se sientan preparados para tratar con este público específico al que se les puede pedir que asistan en su práctica profesional.

Citas

Alencar, E. M. L. S., Fleith, D. S., & Arancibia, V. (2009). Gifted education and research on giftedness in south america. In l. V. Shavinina (ed.), International Handbook on Giftedness (pp. 1491-1506). Springer.

Alodat, A. M., Abu Ghazal, M. M., & Al-Hamouri, F. A. (2020). Perfectionism and Academic Self-Handicapping among Gifted Students: An Explanatory Model. International Journal of Educational Psychology, 9(2),195-222.http://doi.org/10.17583/ijep.2020.4426

Armstrong, L. L. Desson, S., John, E. S., & Watt, E. (2019). The D.R.E.A.M. program: developing resilience through emotions, attitudes, & meaning (gifted edition) – a second wave positive psychology approach. Counselling Psychology Quarterly, 32(3-4), 307-332. http://doi./org/10.1080/09515070.2018.1559798

Bain, S. K., Choate, S. M., & Bliss, S. L. (2006). Perceptions of developmental, social, and emotional issues in giftedness: Are they realistic? Roeper Review, 29(1), 41-48. http://doi.org/10.1080/02783190609554383.

Bain, S. K., Bliss, S. L., Choat, S. M., & Brown, K. S. (2007). Serving children who are gifted: perceptions of undergraduate planning to become teachers. Journal for the Education of the Gifted, 30(4), 450-478. https://doi.org/10.4219/jeg-2007-506

Borland, J. H. (2008). Identification. In J. A. Plucker & C. M. Callahan (Orgs.), Critical issues and practices in gifted education (pp.261-280). Prufrock Press.

Cao, T. H., Jung, J. Y., & Lee, J. (2017). Assessment in gifted education: a review of the literature from 2005 to 2016. Journal of Advanced Academics, 28(3), 163-203. https://doi.org/10.1177/1932202X17714572

Carneiro, L. B. (2015). Características e avaliação de programas brasileiros de atendimento educacional ao superdotado (Doctoral dissertation, Universidade de Brasília-UnB). Retrieved from http://repositorio.se.df.gov.br/handle/123456789/1170

Cross, T. L. (2002). Social/emotional needs: Competing with myths about the social and emotional development of gifted students. Gifted Child Today, 25(3), 44-65. https://doi.org/10.4219/gct-2002-76

Dai, D. Y. (2020). Assessing and accessing high human potential: A brief history of giftedness and what it means to school psychologists. Psychology in the Schools, 57(10), 1-14. https://doi.org/10.1002/pits.22346

Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. New Jersey: Pearson.

Duque, E., Gairal, R., Molina, S., & Roca, E. (2020). How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.00439

Ersoy, E. & Uysal, R. (2018). Opinions of school psychological counselors on giftedness and gifted student’s education. American Journal of Qualitative Research, 2(2), 120-142. Retrieved from http://www.ejecs.org/index.php/AJQR/article/viewFile/168/111

Fiedler, E. D., Lange, R. E., & Winebrenner, S. (2010). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 24(3), 108-111.

Ivleva, M. (2017). Principal approaches of modern psychology to constructing giftedness. Advances in Social Science, Education and Humanities Research, 124, 1176-1180. Retrieved from https://www.atlantis-press.com/proceedings/iccessh-17/25878804

Kain, S. K., Bliss, S. L., Choate, S. M., & Brown, K. S. (2007). Serving children who are gifted: perceptions of undergraduates planning to become teachers. Journal of the Education of the Gifted, 30(4), 450-478. https://doi.org/10.4219/jeg-2007-506

Kerr, B., & Sodano, S. (2003) Career assessment with intellectually gifted students. Journal of Career Assessment, 11(2), 168-186. https://doi.org/10.1177/1069072703011002004

Maia-Pinto, R. R., & Fleith, D. S. (2004). Avaliação das práticas educacionais de um programa de atendimento a alunos superdotados e talentosos. Psicologia Escolar e Educacional, 8(1), 55-66.

Mattos, L. K, & Nuernberg, A. H. (2010). A intervenção do psicólogo em contextos de educação especial na grande Florianópolis. Revista Brasileira de Educação Especial, 16(2), 197-214. Retrieved from http://pepsic.bvsalud.org/pdf/pee/v8n1/v8n1a07.pdf.

Maturana, A. P. P. M., Pontalti, A. C., Lucatto, H. T., Campos, L. S. A., Martinho, G. J., & Souza, J. L. A. (2017). O trabalho da Psicologia no âmbito da inclusão, de acordo com alunos de graduação. Revista de Ciências Sociais e Humanas, 27(68), 101-116. https://doi.org/10.15600/2236-9767/impulso.v27n68p101-116

McIntosh, D. E., Dixon, F. A., & Pierson, E. E. (2018). Use of intelligence tests in the identification of giftedness. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 587–607). The Guilford Press.

Milligan, J. L. (2010). Assessment of giftedness: A concise and practical guide. New York: YBK Publishers.

Nakano, T. C. (2019). Diretrizes Curriculares em Psicologia: análise da formação para atuação em educação especial. Revista Examen, 3(3), 11-37. Retrieved from https://examen.emnuvens.com.br/rev/article/view/47.

Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323. https://doi.org/10.17478/jegys.666308.

Pfeiffer, S. I. (2015). Essentials of gifted assessment. John Wiley & Sons.

Pfeiffer, S., & Blei, S. (2008). Gifted identification beyond the IQ test: rating scales and other assessment procedures. In S. Pfeiffer (Org.), Handbook of giftedness in children: Psycho-educational theory, research and best practices (pp. 177-198). New York: Springer.

Pfeiffer, S. I. & Stocking, V. B. (2000) Vulnerabilities of Academically Gifted Students. Special Services in the Schools, 16(1-2), 83-93. htttp://doi.org/10.1300/J008v16n01_06

Reis, S. M., & Renzulli, J. S. (2009). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308-317. https://doi.org/10.1016/j.lindif.2009.10.012

Robertson, S. G., Pfeiffer, S. I., & Taylor, N. (2011). Serving the gifted: a national survey of school psychologists. Psychology in the Schools, 48(8), 786-799. http://doi.org/10.1002/pits.20590.

Sak, U. (2011). Prevalence of misconceptions, dogmas, and popular views about giftedness and intelligence: a case from Turkey. High Ability Studies, 22(2), 179-197. https://doi.org/10.1080/13598139.2011.622942

Salakhova, V.B., Pryazhnikova, E. Y., Litvinov, A.V., Vasyakin, B.S., & Zasiva, L.V. (2020). Talent and giftedness: the facets of development and research mechanisms. Talent Development & Excellence, 12(3S), 127-142. Retrieved from http://iratde.com/index.php/jtde/article/view/258.

Silverman L.K. (2018). Assessment of Giftedness. In: Pfeiffer S. I (Ed.), Handbook of Giftedness in Children. Springer.

Silverman, L. K. , & Gilman, B. J. (2020). Best practices in gifted identification and assessment: Lessons from the WISC‐V. Psychology in the Schools, 57(10), 1569–1581. https://doi.org/10.1002/pits.22361

Silverman, L. K. (2013). Giftedness 101. Springer.

Wechsler, S. M., Blumen, S., & Bendelman, K. (2018). Challenges on the identification and development of giftedness in South America. In S. I. Pfeiffer (Ed.), APA Handbook of giftedness and talent (pp. 97-112). Washington: American Psychological Association.

Percepciones sobre educación especial y dotación entre psicólogos y estudiantes de psicología: algunas reflexiones

Autores/as

DOI:

Palabras clave:

Resumen

Citas

Descargas

Publicado

Cómo citar

Número

Sección

Licencia

JOURNAL METRICS

Idioma

Enviar un artículo