(NE)IDENTIFIKACIJA DAROVITIH UČENIKA U RAZREDNOJ NASTAVI
(NON) RECOGNATION OF GIFTED IN CLASS TEACHING

Summary/Abstract: The recognition of gifted students in the educational system is a complex issue faced by numerous developing countries, including Bosnia and Herzegovina. Within our educational system, there is a lack of precise, scientifically grounded recognition of gifted children. Instead, recognition relies on the opinions of teachers, parents, and other experts. Gifted students are thus characterized as individuals with various advantages compared to their peers, possessing the ability for better, faster, and more progressive perception of the world around them. In an adapted environment that listens to, monitors, and guides their abilities, gifted children will undoubtedly develop into self-confident individuals, experiencing satisfaction and achieving notable results. The aim of this study was to examine the methods of identifying gifted students in primary education. The research encompassed 123 teachers from private and public schools in the Zenica area. The descriptive method, survey method as a variant of the descriptive method, and the method of theoretical analysis and synthesis were employed. Techniques within the survey method, such as surveys and assessment scales, were utilized. A sociodemographic questionnaire addressing general information about the teachers and the Gagne-Nadeau scale focusing on working models with gifted students in lower grades were applied. Adequate and timely identification of gifted students, along with collaboration between parents and teachers, has proven to be highly significant. Importantly, parents and teachers should promptly identify gifted students, find suitable methods and models for working with them, and continuously monitor their work and progress.

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