Introduction
The education of gifted/highly able students (HA/GT) is an underexplored area in South America, especially in Uruguay, where research and public policies aimed at this group are scarce. This descriptive qualitative study investigates the learning resources available to gifted students in the country, using the Actiotope Model of Giftedness (Ziegler & Baker, 2013) as a theoretical framework.
Methods
The research was conducted through a documentary analysis of Uruguayan educational laws, government regulations, and official websites. In addition, an anonymous questionnaire with 40 questions was randomly sent to 55 participants, including parents, teachers, and HA/GT experts. The questionnaire investigated endogenous and exogenous learning resources, addressing factors such as educational infrastructure, government support, social perception, and talent development.
Results
The findings reveal a precarious scenario for gifted education in Uruguay. The main barriers include:
Lack of teacher training: Neither public nor private schools offer specific training for identifying and serving HA/GT students.
Lack of public policies: There are no government programs to identify and support these students.
Low investment: The government does not allocate financial resources for specialized programs.
Misinformation: The general population, including educators and health professionals, has limited knowledge on the subject, leading to erroneous diagnoses and marginalization of these individuals.
Lack of private initiatives: Only two voluntary organizations offer limited support to gifted students and their families.
Discussion
The situation of gifted education in Uruguay is worrying, reflecting a significant gap in the educational inclusion of this group. The study shows that, although the country has good socioeconomic indices, gifted education continues to be neglected. The analysis of exogenous and endogenous educational resources according to the Actiotope Model suggests that factors such as ineffective educational policies, lack of investment in research, and institutional resistance hinder the development of the potential of these students.
Conclusion
The study highlights the urgent need for teacher training, government investment, and the formulation of public policies that guarantee adequate care for HA/GT students. It is essential that educational authorities, academics, and families mobilize to transform the reality of these individuals, ensuring that their cognitive and academic potential is not neglected. The adoption of strategies based on scientific evidence, such as the Actiotope Model, can be an effective path towards the inclusion and development of this group in the Uruguayan educational system.
Reference:
BARDIN, L. Content analysis. Lisbon: Editions 70, 2016.
NATIONAL INSTITUTE FOR EDUCATIONAL EVALUATION. Report on special educational needs in Uruguay. Montevideo, 2022.
MANCEBO, M. Higher education and public policies in Uruguay. Latin American Journal of Education, v. 12, n. 3, p. 45-67, 2019.
MINISTRY OF EDUCATION AND CULTURE. Strategic planning for inclusive education in Uruguay. Montevideo, 2020.
ZIEGLER, A.; BAKER, J. Actiotope model of giftedness: A systemic approach to talent development. Educational Psychologist, v. 48, n. 1, p. 30-49, 2013.
