Giftedness at Ecuadorian Regulatory Framework: Teachers’ perception About Legal Reference
Ecuadorian regulatory framework includes giftedness within special educational needs that are not related to disability; its prevalence in Ecuador is close to 2.57%. The objective of this research was to analyze the concept of giftedness, according to the Ecuadorian regulatory framework, and from te...
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| その他の著者: | , , |
| フォーマット: | article |
| 言語: | spa |
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2022
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| 主題: | |
| オンライン･アクセス: | https://revistas.unae.edu.ec/index.php/runae/article/view/686 |
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タグ追加 | 要約: | Ecuadorian regulatory framework includes giftedness within special educational needs that are not related to disability; its prevalence in Ecuador is close to 2.57%. The objective of this research was to analyze the concept of giftedness, according to the Ecuadorian regulatory framework, and from teachers’ perception. An interpretive phenomenological approach was applied, in which the perception of 26 teachers from three public schools was described, and analyzed using focus group technique. The results showed that there is little teachers’ approach towards giftedness, a situation that has alienated them to the specific regulatory framework. |
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