Teacher conceptions of high intellectual abilities in students in a private high school in Asuncion -Paraguay from an inclusion perspective
DOI:
https://doi.org/10.26885/rcei.12.1.23Keywords:
Teacher Conceptions, Giftedness, Inclusion, Qualitative ResearchAbstract
In Paraguay, the Inclusive Education Law defines high intellectual abilities as “handling and relating simultaneously and efficiently multiple different cognitive resources of logical, numerical, spatial, memory, verbal and creative nature, or standing out especially and exceptionally in one or more of them” but with little additional information. This research was carried out with the objective of determining the conceptions of high school teachers at a private school in Asunción - Paraguay about high intellectual abilities in students from an inclusion perspective. The school was chosen because it is an inclusive institution based on personalized education and diversity. The study design was qualitative, descriptive, and cross-sectional. The sample consisted of 15 teachers selected through the intentional sampling technique for accessibility. Through semi-structured interviews, teacher conceptions in relation to the concept, characteristics, identification, and strategies of teachers towards high intellectual abilities in students were investigated from an inclusion perspective. In conclusion, high school teachers at a private school in Asunción - Paraguay have general conceptions about high intellectual abilities which mostly coincide with the existing theories on the subject. From these results, it would be possible to design a training program on high intellectual abilities that responds to specific concerns of teachers and therefore, improve inclusive education in the country.
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