Abstract:

In accordance with the Convention on the Rights of the Child and the principle of non-discrimination, the rights of children must be respected regardless of their race, color, sex, language, religion, national, ethnic or social origin, property, disability or other status. Inclusive education has as its fundamental principle - an education for all, with all - which is a desideratum and a reality that is gaining followers and is being translated into experiences and good practices of integration/inclusion. Early development programmers are a decisive step towards achieving the goals of Education for All. They have a decisive influence on the formation of intelligence, personality and social behavior.

Giftedness is a special human manifestation, with many facets, having as a common element exceptionality and being achieved through the happy combination of special intellectual abilities and aptitudes with certain personality traits (and under the conditions of a favorable socio-family-cultural environment). Gifted children are not a homogeneous population group. There is no single psychological profile. However, gifted children are a special group, differentiated by personality characteristics, learning styles, ways of interacting with peers. They should be considered as people with special needs, precisely because they are special. There are various obstacles that can prevent a specialist from identifying a child with high aptitude and the child going unnoticed due to stereotypical expectations of high achievement, false expectations, lack of motivation on the part of the student to participate in a standardized education, trying not to betray their high abilities, helplessness, inappropriate behavior, and shyness.

Children with high intellectual abilities are at multiple risk because society does not have adequate systems in place to address them. Even teachers, through pedagogical courses, are oriented to deal with the "average pupil", the prototype of the standard pupil, so that "the gifted must be taught to bear the burden of their own talent". On the other hand, parents are also unprepared for an exceptional child. Often deprived of the necessary support, these children may experience underachievement, isolation and social difficulties, intellectual inhibitions, depressive states, difficulties arising from the gap between cognitive and emotional development.

Preparation for a teaching career involves the assimilation of a volume of theoretical knowledge in the specialist and psycho-pedagogical field in conjunction with the training and development of psycho-pedagogical skills, which is achieved mainly through pedagogical practice of understanding reading and writing process. The pedagogical practice placement involves a set of activities of observation, analysis, and lesson support, all under the guidance of a pedagogical practice mentor. The research method used was a survey, with the questionnaire instrument used to interview students from Lucian Blaga University of Sibiu from Preschool and Primary Pedagogy specialization, who act as a future teachers. The high level of motivation is manifested in the desynchrony between the speed of the gifted child's mental development and that of his or her classmates in a standardized school curriculum.

Keywords:

Gifted children, pedagogical practice, initial training, mentoring, inclusive education.