Nadarjeni učenci v Sloveniji, Italiji, Angliji in na Danskem – primerjava zakonodajnih in programskih izhodišč. (Slovenian)

Gifted students in Slovenia, Italy, England, and Denmark - A comparison of legislative and curricular documents. (English)

This paper presents strategic documents in the field of gifted and talented education in the Republic of Slovenia, UK-England, Denmark and Italy. The purpose of the comparative study was to determine the extent to which and in what way the curricular and legislative background of elementary school in Slovenian, English, Italian and Danish educational systems, is favourable to gifted and talented students in terms of promoting and developing their potentials. We have found that there are major terminological gaps in the definitions of concepts referring to giftedness and talent; the Slovenian educational system does not have a universal/standard curriculum (educational) model for work with gifted and talented students or its alternative variety; no relevant empirical data and research results on working with these students are at hand; there are shortcomings in the technical and professional recognition and further pedagogical-psychological treatment of gifted/talented students - in the relevant strategic platforms which would cover all areas of scientific discovery and further pedagogical-psychological care for gifted and talented students. The research has shown that from the perspective of legal and programming guidelines; obligation of inclusion and care for gifted and talented students; learning differentiation and acceleration; alternative learning opportunities the English educational system is the one that is best adapted to gifted and talented students while the Italian one is the least. In its curricular and legislative bases the Slovenian educational system takes the areas of discovering and working with gifted students into account, yet on the implementation level some shortcomings in the realisation of their potential are revealed. [ABSTRACT FROM AUTHOR]

V prispevku predstavljamo strateško dokumentacijo na področju vzgojno- izobraževalnega dela z nadarjenimi in talentiranimi učenci v Republiki Sloveniji, Veliki Britaniji – Angliji, Italiji in na Danskem. Namen komparativne raziskave je bil ugotoviti, v kolikšni meri in na kakšen način je slovenski, angleški, italijanski in danski izobraževalni prostor v programskih in zakonodajnih izhodiščih v osnovni šoli naklonjen nadarjenim in talentiranim učencem v smislu spodbujanja in razvijanja njihovih potencialov. Ugotovili smo, da: obstajajo večje terminološke vrzeli pri opredeljevanju pojmov, ki se nanašajo na nadarjene in talentirane učence; v slovenskem prostoru nimamo učnega modela za delo z nadarjenimi in talentiranimi učenci oz. alternativne različice le-tega; ni ustreznih empiričnih podatkov in raziskav s področja dela s tovrstnimi učenci; obstajajo tehnične in strokovne pomanjkljivosti pri prepoznavanju in nadaljnji pedagoško-psihološki obravnavi nadarjenih učencev; nimamo ustreznih strateških izhodišč, ki bi interdisciplinarno zajela vsa področja odkrivanja in nadaljnje pedagoško-psihološke oskrbe nadarjenih in talentiranih učencev. Nadarjenim in talentiranim učencem so najbolje prilagojeni v angleškem osnovnošolskem sistemu (z vidika zakonskih in programskih izhodišč, ki obravnavajo področje dela z nadarjenimi učenci; obveznosti vključevanja in skrbi zanje; učno diferenciranih programov ter možnosti akceleracije in alternativnih možnostih izobraževanja), najmanj pa v Italiji. Slovenski izobraževalni prostor v programskih in zakonodajnih izhodiščih sicer upošteva področje odkrivanja in dela z nadarjenimi ter talentiranimi, na izvedbeni ravni pa se razkrivajo nekatere pomanjkljivosti uresničevanja njihovih potencialov. [ABSTRACT FROM AUTHOR]

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