Gabių vaikų ugdymo formų ir metodų įvairovė
The Variety of Forms and Methods of Education for Gifted Children

Summary/Abstract: Education oriented to every child is one of the most important goals set for school. School should ensure not only quality organization of education and upbringing processes but also satisfy various needs of pupils – psychological, physiological, cognitive, communication and others. It is very important for the child educated at school not to feel harmed, to receive sufficient attention in all senses. It is quite problematic to implement all this because children at school are very different in their needs and interests as well as their abilities. Adaptation of the education contents to abilities of every child has already become an everyday thing in our education system. Yet it is still rather frequently done by only talking about children with special needs, that is, those with certain problems. Children with exceptional abilities, “non-standard”, gifted ones are left aside. Mean while in senior forms when pupils can independently choose subjects and appropriate levels, have contacts with others looking for help, a solution of this problem looks clear enough, however, it is more complicated to talk about education of a gifted child in primary school. More responsibility falls on the teacher, his / her personality and competence. Will he / she manage to recognize a gifted pupil, adapt educational contents and methods to him? It is sometimes difficult for a teacher who works with the whole class not only to find time for a gifted pupil but also simply to recognize him / her. A teacher’s role in the entire education process is important, yet especially at this age it is made particularly important. A teacher is a paragon, mother, and so on. Therefore, proper selection of methods of maximum effectiveness for a particular child depends on a teacher’s competence and personal qualities. For effective implementation of this process it is mandatory for a teacher to have enough psychological and pedagogical information about gifted children. Not enough information of this kind is given in teacher training institutions and refresher courses; this statement is confirmed by teachers’ poll. (Such facts are indicated by teachers as well as in the research on gifted pupils conducted by the Ministry of Science and Education). Therefore we think that teachers of primary forms training institutions (and not only) should incorporate in their curricula subjects aimed at thorough investigation of a gifted child. This way has been chosen by many countries where the importance and uniqueness of the problem of gifted child education is understood. Following this point of view, a future- teacher should be able not only to enumerate a gifted child education methods, but also implement them in his / her work with a particular pupil.

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