Povzetek
Z uvedbo devetletne osnovne šole v Sloveniji je delo z nadarjenimi učenci postalo zakonska obveznost. Smernice za delo z nadarjenimi učenci so bile predstavljene v Beli knjigi o vzgoji in izobraževanju v Republiki Sloveniji 2011 (Krek in Metljak 2011), Zakon o osnovni šoli pa je delo z njimi tudi zakonsko opredelil. Določen je postopek evidentiranja in prepoznavanja nadarjenih učencev, opredeljeno je delo z njimi, izvedba in umestitev izvedbe v program pa sta avtonomija šole. V praksi so se tako učitelji kot ravnatelji ob uvedbi devetletne šole pri delu z nadarjenimi znašli pred različnimi težavami. Raziskava, ki je zajela 114 ravnateljev, je pokazala, da je šolam s pomočjo izobraževanja, organiziranega za ravnatelje, šolske svetovalne delavce in učitelje, uspelo uveljaviti in izvajati program dela z nadarjenimi. Kasneje izvedena raziskava med učitelji pa kaže, da strokovni delavci usposobljenost za delo z nadarjenimi učenci ocenjujejo kot zadovoljivo, opozarjajo pa na težave pri pomenskem ločevanju med nadarjenimi in učno uspešnimi učenci ter na to, da so slabo seznanjeni s kompleksnostjo te problematike.
Abstract
Working With Gifted and Talented Students in Elementary School
With the introduction of the nine-year elementary school in Slovenia, working with gifted and talented students became a legal obligation. Guidelines for working with gifted pupils were presented in the White Paper of 2011, and the Elementary School Act legally defined this kind of work. These legal definitions cover the process of recognizing and documenting talented pupils and define the related work, while the implementation and incorporation of the programme fall under the school’s authority. At the time of the introduction of the nine-year school, both teachers and principals faced a variety of difficulties in working with gifted and talented students in practice. But a survey involving 114 principals showed that with the help of training organized for head teachers, school counsellors and teachers, the schools managed to implement and carry out the programme of work with gifted and talented students. A subsequent survey among teachers has shown that the teaching staff see their competence to work with talented students as satisfactory while bringing to the attention the difficulties regarding the difference between the notions of gifted pupils and high-achieving pupils, and pointing out that they do not feel sufficiently informed on the complexity of this problem.