Abstract:

Working with gifted students in the system of education is a everyday challenge that needs to be addressed towards knowledge and skills. The use and implementation of tools and methods for identifying gifted students is a part of everyday school practice. The curriculum of modern upbringing and education implies the application of new methods and forms in work that is appropriate to the possibilities and opportunities of each student. The focus of this paper is to present that the teachers are the key assumption for qualitative work in activities of using innovative approaches towards gifted education. Using a qualitative method through researching scientific literature and some documents of education policy, the aim of this paper is to present the role and importance of theoretical models in defining giftedness in the context of upbringing and education with presenting a view towards using different models of identifying the gifted ones. The presented theoretical frames in this paper are: Renzulli’s Three Ring Conception of Giftedness and Gardner's theory of multiple intelligences. Through a scientific approach in defining the concept of giftedness, the paper also highlights some key guidelines for direct practical work with potentially gifted and gifted students. In scientific discourse it is difficult to talk about a unique method of identifying gifted students, but it is certainly clear that this is a complex process in which all participants in educational activities at the level of school practice actively participate. Since the term giftedness represents a special need that requires a quality and competent approach, the issue of working with gifted students touches the field of inclusive education including some key assumptions for qualitative work, such as the clear role of teachers in the process of education. The result of the paper shows that creating a curriculum for working with gifted students at the same time achieves and includes a clear theoretical frame and also defines some key issues in pointing qualitative practical guidelines for working in a gifted environment. In the context of the mentioned theoretical and practical framework of working with gifted students, the paper discusses about some key assumptions and elements for creating a quality curriculum in working with gifted ones.

Keywords:

Giftedness, gifted students, curriculum, inclusive education, teachers.