Giftedness: Challenges when defining, identification and education of the gifted persons

Iako se 2010. godine otpočelo sa inkluzivnom praksom u školama u Srbiji, često se u javnim raspravama, naučnim radovima, a posebno u interventnim programima zapostavljaju darovita deca jer se veruje da 'nemaju potrebu za posebnom obrazovnom podrškom'. Cilj ovog rada jeste da ukaže na raznovrsnost koncepcija darovitosti, kao i načina identifikovanja i obrazovanja darovite dece. Posebna pažnja posvećena je obrazovanju darovite dece sa teškoćama u učenju. Autor se kritički osvrnuo na koncept zasebnog školovanja darovitih i ukazao na prednosti kreiranja inkluzivne škole u kojoj će sva deca, pa i darovita, imati priliku da dobiju kvalitetno obrazovanje. Although in 2010, the inclusive praxis started at schools in Serbia, very often in public disputes, scientific papers, and particularly in the special programs, gifted children are neglected, because 'it is believed that they do not have the need for special education and support'. The aim of this paper is to point at the varieties of the gifted, as well as ways of identification and education of the gifted children. Special attention is given to children with difficulties in learning. The author had a critical review on the concept of separate education of the gifted and pointed ate the benefits of creating an inclusive school in which all children, including the gifted ones, have the chance to get quality education.