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This pilot project aimed to detect intellectual ability in students from 7 th to 12th grade in public, private and subsidized schools, to determine procedures that could be scalable throughout the country in a descriptive-exploratory study. The sample was non-probabilistic and purposeful according to criteria relevant to the study; it included 1220 students from five cities of the Central Department and the Capital, Asunción, in Paraguay. Participants completed tests that measure abstract reasoning: the Raven Advanced Progressive Matrices Test, the Computerized Adaptive Matrices Test and the Reynolds Intelligence Screening Test, with the Raven Advanced Scale being easiest to implement. Besides its ease of utilization, this test is non-verbal and with less cultural bias, reducing possible linguistic and cultural barriers for fair and precise assessment. Using cut-off points in the 90th percentile, 68 students with High Ability were detected, representing 5.6% of the sample. This finding supports the use of local norms to detect students at the upper end of the distribution when conducting universal screening for giftedness and talent. [ABSTRACT FROM AUTHOR]

The inclusive school of quality involves the introduction of a clear commitment and greater complexity within social systems, in general, and especially within education. The response to gifted students constitutes an opportunity for enrichment of such systems. The current research is located in a methodological perspective chained to the quantitative to the qualitative, within the sociocritic paradigm. The main objective is that of identifying those communicative factors that influence in the negative performance of gifted students. The study population is constituted by the teachers, the students and the families from an Infant and Primary Education Centre with a medium sociocultural and economic status, located in Castilla-La Mancha (Spain). The main emanated conclusions from the study indicate that the lack of motivation, attitude, effort and self-esteem from students, come together with a lack of participation of their families in the school, as well as an inadequate usage of strategies in the communication of the teachers and their children. Not found significant differences by gender. Our educational intervention would undergo a multidirectional, open, active, creative and flexible communicative methodology that leads families to get involved within the center, building a culture that recognizes, takes into account and positively values human difference. [ABSTRACT FROM AUTHOR]

A pioneer school of inclusion in education, started a Support Program for Gifted and Talented Students in 2017 so as to attend to the educational needs of this population, which are stated in the Decree Nr. 2837/2014 that sets provisions for the Law Nr. 5136/2013 on Inclusion in Education. This article evaluates the implementation of the Support Program for Gifted and Talented Students at the school from its conception in 2016, its inception in 2017, adjustments in 2018, and current situation in 2019, with all modifications that were put in place based on results of continual evaluations conducted within the program. The methodology is qualitative, using a practical action research design with a formative and process-based evaluation type. Results indicate that the program follows best practices according to scientific evidence in what constitutes working with gifted and talented students, focusing on their academic, social, and emotional development. Program procedures were modified throughout the years to optimize time and resources, seeking continuous improvement. For the future, it is fundamental that this knowledge be transmitted so that gifted and talented students all over the country can take advantage of optimal interventions to fulfill their educational needs. [ABSTRACT FROM AUTHOR]