Abstract This study presents the social and academic experiences of gifted students in regular classrooms, from their mothers´ perspectives. In depth interviews were conducted in order to understand their perceptions about the academic path of their children and their social relationships. The emerging categories were related to: early identification of gifted traits by parents, the influence of the teacher on talent development as well as the invisibilization of giftedness in schools, bullying experiences, and future expectations, among others. The results show mothers as the first ones to identify and potentiate giftedness, teachers as catalysts or obstacles at the school level, and the expectations of mothers as more related to a comprehensive development of their children rather than mere academic growth.
|Translated title of the contribution||Parental perceptions about the academic and social experiences of their gifted children|
|State||Published - 28 Oct 2019|
- EDUCATION & EDUCATIONAL RESEARCH
- EDUCATION, SCIENTIFIC DISCIPLINES
- EDUCATION, SPECIAL
- SOCIAL SCIENCES, INTERDISCIPLINARY
- parental support