DAROVITI UČENICI – UČENICI SA POSEBNIM ODGOJNO-OBRAZOVNIM POTREBAMA
GIFTED STUDENTS – STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Summary/Abstract: Foundational aim of this paper is to emphasize specialty of educational needs of gifted students and to point out lack of systematic support for their potential. At core of educational process is providing every student with possibility of achieving their own maximum capabilities and potential. However, traditionally organized schools that are adjusted to average student, has no system of measurements that would be used to stimulate gifted students in terms of their capabilities and potential. In teaching process, students that differ in comparison to other students in class are discriminated i.e. there are difficulties in satisfying their specific educational needs. Those are students that have certain difficulties in development, but in that category are also students whose capabilities are above average, the students that develop more rapidly. Both of those types of students need individualized approach in processes of learning and teaching and adequate and complete support in developing their potential. Unfortunately,the reality is, that teachers do not recognize students that have above average capabilities, and those students are treated as all others, they are being given same tests and tasks as other students and they solve them with ease and with little or no effort. In order for this not to happen it is essential to recognize educational needs of gifted students and move in direction of satisfying those needs and organize teaching process having principles of individualization and differentiation in mind. Respecting and pointing out the specificity of educational needs of gifted students we make good foundation for further evaluation of adequate educational support for these students.Foundational aim of this paper is to emphasize specialty of educational needs of gifted students and to point out lack of systematic support for their potential. At core of educational process is providing every student with possibility of achieving their own maximum capabilities and potential. However, traditionally organized schools that are adjusted to average student, has no system of measurements that would be used to stimulate gifted students in terms of their capabilities and potential. In teaching process, students that differ in comparison to other students in class are discriminated i.e. there are difficulties in satisfying their specific educational needs. Those are students that have certain difficulties in development, but in that category are also students whose capabilities are above average, the students that develop more rapidly. Both of those types of students need individualized approach in processes of learning and teaching and adequate and complete support in developing their potential. Unfortunately, the reality is, that teachers do not recognize students that have above average capabilities, and those students are treated as all others, they are being given same tests and tasks as other students and they solve them with ease and with little or no effort. In order for this not to happen it is essential to recognize educational needs of gifted students and move in direction of satisfying those needs and organize teaching process having principles of individualization and differentiation in mind. Respecting and pointing out the specificity of educational needs of gifted students we make good foundation for further evaluation of adequate educational support for these students.

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