In the different educational centers that we can find throughout the world, very different children are cared for, which means that each of them requires a different educational response, seeking the greatest possible individuality through an adaptation to your needs.
But these adaptations do not have to refer to children with intellectual disabilities or problems in the teaching-learning process (which is often associated with this type of pedagogical measures), but other special cases; Therefore, we must take some basic measures to detect child intellectual giftedness.
Many schools have a certain number of students who have characteristics compatible with high intellectual abilities, and that require educational attention that responds to their concerns and needs: knowledge, motivation, curiosity ...
However, it happens on occasion that these children fail at school due to lack of adequate support. Therefore it is very important that the specialized teams of the centers can identify these cases in order to help them as much as possible.
When we refer to children with intellectual giftedness, we talk about children who require specific educational needs. We must provide a planned, developed and valued educational response with specific criteria that help develop their skills in the most optimal way possible.
The first of the basic measures, which must be taken before students with these special educational needs is that of identify and assess capacities and needs. This step is very important since, as in many cases, a good initial assessment is vital to determine the needs of each case.
After that, and that we confirm that we are facing a case of child giftedness, we must seek offer a proposal for appropriate action. That is, when determining what aspects of the school curriculum may or may not be appropriate, we must take into account the individual characteristics of each one, including their learning style.
Finally, after the evaluation start and offer the proposal of appropriate action, we can conclude the supports that these children may need. As you can see, these three factors overlap each other in order to achieve adequate attention. If one of the links in this chain fails, most likely the intervention that will be carried out with the child with suspicion of intellectual giftedness will not be as effective.
All this can be similar to those cases in which certain children need extra support to achieve minimum objectives during their schooling, adapting the contents and / or the methodology used to achieve them. However, in the case of children with intellectual giftedness, contrary to what is usually thought, it is not easy to be able to reach an answer adapted to their needs.
We must not forget that children who are grouped under the term "high capacities", we are talking about a boy or girl who has a high level of intelligence in most areas (language, mathematical logic ...), together with a high potential in the teaching-learning process.
But we will also encounter some kind of adaptation problem; In these cases, we must address the problem adequately to achieve a balanced development and a correct social and emotional adjustment that will help you to optimally achieve all your skills, before taking any action that is counterproductive and does not benefit the child.
As you can see, there are a number of basic measures to detect child intellectual giftedness that will help us to facilitate the development of the skills of these children, so that they do not have many difficulties to function properly in their day to day, both at school and social level.
