Percepciones parentales sobre hijos con alta capacidad y su experiencia escolar

María P. Gomez-Arizaga; María Leonor Conejeros-Solar; Sandra Catalán; Katia Sandoval Rodríguez; Macarena Schiller Sánchez

doi:10.24320/redie.2024.26.e18.5547

Authors

María P. Gomez-Arizaga Universidad de los Andes https://orcid.org/0000-0001-5984-6017
María Leonor Conejeros-Solar Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0001-9725-9753
Sandra Catalán Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0001-9255-4681
Katia Sandoval Rodríguez Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0003-2871-9351
Macarena Schiller Sánchez Universidad Mayor https://orcid.org/0000-0001-7408-5148

DOI:

https://doi.org/10.24320/redie.2024.26.e18.5547

Keywords:

parents, gifted students, education, perception

Supporting Agencies:

Investigación financiada por la Agencia Nacional de Investigación y Desarrollo a través de los proyectos FONDECYT Regular No. 1231294 y Programa de Investigación Asociativa [SCIA ANID CIE160009].

Abstract

This article explores the perceptions of the parents of gifted children regarding the understanding of giftedness and their view of the school experience. Using a qualitative methodology, group interviews were conducted with 51 parents from four schools in Chile. The results show the parents’ perceptions of giftedness and describe both traditional and atypical profiles. While there have been positive experiences in schools, parents reported that the social climate in classrooms was not ideal for gifted students. Parents are critical agents and key informants for increasing the visibility of giftedness, both for identifying and serving gifted children and for providing them with a better school experience by recognizing their characteristics and lived experiences.

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