Gifted and Twice-Exceptional Children in the South of the World: Chilean Students’ Experiences Within Regular Classrooms

María Paz Gómez-Arízaga*, María Leonor Conejeros-Solar*

*Autor correspondiente de este trabajo

Producción científica: Capítulo del libro/informe/acta de congresoCapítulorevisión exhaustiva

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In a country like Chile, in which provisions for gifted students are scarce and extracurricular, little is known about what happens with gifted students within their schools. This chapter presents a theoretical and research-based exploration on the experiences of gifted and twice-exceptional (2e) students in regular classrooms. With a focus on the interactions between peers and teachers, the construct of classroom climate and the complex interactions and relationships that emerge from this context will be examined. First, we present a context for the Chilean educational system. Second, we review the research on classroom climate and socio-emotional adjustment of gifted and twice-exceptional students. Third, we present two case studies conducted in Chile with gifted and 2e students that explored the complexities of students’ classroom climate experiences. The quality of these experiences is mediated by gifted students’ characteristics and by the focus set by teachers on their strengths or difficulties. They need an undisturbed and comprehensive environment to successfully progress through the curriculum. Practical recommendations are provided on how to support gifted students to face the complexities of the classroom climate.

Idioma originalInglés
Título de la publicación alojadaHandbook of Giftedness and Talent Development in the Asia-Pacific
EditorialSpringer Nature
Número de páginas25
ISBN (versión digital)9789811330414
EstadoPublicada - 9 ene. 2021

Serie de la publicación

NombreSpringer International Handbooks of Education
VolumenPart F1630
ISSN (versión impresa)2197-1951
ISSN (versión digital)2197-196X

Nota bibliográfica

Publisher Copyright:
© Springer Nature Singapore Pte Ltd 2021.


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