Educational response to gifted students: comparative analysis of regulatory development of the autonomous communities
DOI:
https://doi.org/10.5944/reec.47.2025.44044Keywords:
gifted students, equity, inclusion, educational legislationAbstract
Educative policies in Spain pursue a sustainable educational paradigm based on inclusion and equity. However, there are indications that these principles are not always guaranteed for gifted students, with situations of vulnerability being detected: under-identification, differences between geographical areas and by gender, low performance, lack of adjustment in the educational response or high participation in bullying situations. The LOMLOE recognizes the particular educational needs of these students and delegates to the educational administrations their early detection and evaluation, as well as the elaboration of action and enrichment plans. Therefore, the aim of this study has been to analyse the educational response provided during Early Childhood and Basic Education to gifted students in Spain, based on a comparative analysis of the regulations developed by the 17 Autonomous Communities up to December 2022. The dimensions of the category tree were: specific regulations, response measures established and requirements requested, scholarships, awards, specific schooling units and specific programs. The information of this last dimension has been completed with the information published in the web site of the Ministries of Education. The data have been contrasted with the official identification statistics. The results have shown great heterogeneity. The measures established overall are enrichment and flexibilization. The existence of regulatory norms has not guaranteed better indicators. The results show the inequity situation in Spain due to the educational inequalities between communities and the need for training of management teams, guidance counsellors and teachers, since they are largely responsible for detecting and responding to students.
Downloads
References
Baccassino, F. y Pinnelli, S. (2023). Giftedness and gifted education: A systematic literature review. Frontiers in Education, 7, https://doi.org/10.3389/feduc.2022.1073007
Caballero, A., Manso, J., Matarranz, M. y Valle, J. M. (2016). Investigación en Educación Comparada: Pistas para investigadores noveles. Revista Latinoamericana de Educación Comparada: RELEC, 7(9), 39-56.
CAST (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org
Comes, G., Díaz, E. M., Luque, A. y Ortega, J. M. (2009). Análisis de la legislación española sobre la educación del alumnado con altas capacidades. Escuela abierta, 12, 9-31. https://dialnet.unirioja.es/servlet/articulo?codigo=3277694
Comes, G., Díaz, E. M., Ortega, J. M. y Luque, A. (2012). Análisis y valoración de la situación actual del alumnado con altas capacidades en España. Revista de educación inclusiva, 5(2), 129-140.
EducaBase (2024). Enseñanzas no universitarias/Necesidades de apoyo educativo/curso 2022-2023. 3. Alumnado con altas capacidades intelectuales por comunidad autónoma/provincia, sexo y enseñanza/curso. Gobierno de España. https://estadisticas.educacion.gob.es/EducaJaxiPx/Tabla.htm?path=/no-universitaria/alumnado/apoyo/2022-2023/otros/l0/&file=otros_03.px&L=0
García, R. y Jiménez, C. (2022). Tendencias en la respuesta educativa al alumnado con alta capacidad intelectual. Marcos normativos y acciones contempladas en el decenio 2009/2010 - 2019/2020. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(3), 111-126. https://doi.org/10.6018/reifop.530331
González-Cabrera, J., Tourón, J., Machimbarrena, J. M., León-Mejía, A. y Gutiérrez-Ortega, M. (2019). Estudio exploratorio sobre acoso escolar en alumnado con altas capacidades: prevalencia y afectación psicológica. Revista de Educación, 386, 187-206. DOI: 10.4438/1988-592X-RE-2019-386-432
Ivarsson, L. (2024). Acceleration and Enrichment for Gifted Students--From the Perspective of Swedish Principals. Athens Journal of Education, 11(2), 95-108. https://doi.org/10.30958/aje.11-2-1
Johnsen, S. K. y VanTassel-Baska, J. (2022). Using Assessment as a Framework for Standards- Based Program Development in Gifted Education. En S. K. Johnson y J. Van Tossel-Baska, Handbook on Assessments for Gifted Learners (pp. 1-17). Routledge.
Kaplan, S. N. (2019). Continuum of Differentiation. En B. Wallace, D. A. Sisk y J. Senior (eds.), Handbook of Gifted and Talented Education (pp.335-342). SAGE.
LOE. Ley Orgánica 2/2006, de 3 de mayo, de Educación. «BOE» núm. 106, de 04/05/2006, pp. 1-112. https://www.boe.es/eli/es/lo/2006/05/03/2/con
LOMLOE. Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. «BOE» núm. 340, de 30/12/2020, pp. 122868-122953. https://www.boe.es/eli/es/lo/2020/12/29/3
Ministerio de Educación, Formación Profesional y Deportes (2023). PISA 2022. Programa para la Evaluación Internacional de los Estudiantes. Informe español. Secretaría General Técnica.
National Association for Gifted Children (NAGC). (2019). A Definition of Giftedness that Guides Best Practice [Position statement]. NAGC.
Novella, C. (2020). ¿Qué pacto educativo necesitamos en España para cumplir con los indicadores del ET 2020?. Revista Española de Educación Comparada, 36, 74-97. https://doi.org/10.5944/reec.36.2020.26132
Pfeiffer, S. I. (2018). Giftedness and talent development in children and youth. En P. Ward, J. M. Schraagen, J. Gore y E. Roth (Ed.), The Oxford Handbook of Expertise (pp. 103-127). Oxford University Press. DOI: 10.1093/oxfordhb/9780198795872.013.5
Pfeiffer, S. I. (2025). Optimizing mental health and well being: In search of the holy grail of human wellness and flourishing. Gifted Education International, 41(1), 3-8. https://doi.org/10.1177/02614294241302694
Quintero, R., Gutiérrez, S. y Borges, A. (2021). Mappeo de la identificación del talento y las altas capacidades intelectuales en España. Amazônica-Revista de Psicopedagogia, Psicologia escolar e Educação, 13(2), 151-168.
Raoof, K., Shokri, O., Fathabadi, J. y Panaghi, L. (2024). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon, 10, Article e36908. https://doi.org/10.1016/j.heliyon.2024.e36908
Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. https://www.boe.es/eli/es/rd/2022/03/01/157/con
Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria. https://www.boe.es/eli/es/rd/2022/03/29/217/con
Reis, S. M. y Renzulli, J. S. (2023). The schoolwide enrichment model: A focus on student strengths & interests. En J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert y C. A. Little, Systems and models for developing programs for the gifted and talented (pp. 323-352). Routledge.
Reis, S. M., Renzulli, S. J. y Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), Article 615. https://doi.org/10.3390/educsci11100615
Rodríguez-Naveiras, E., Cadenas, M., Borges, Á. y Valadez, D. (2019). Educational responses to students with high abilities from the parental perspective. Frontiers in psychology, 10, Article 1187. https://doi.org/10.3389/fpsyg.2019.01187
Rogers, K. B. (2019). Meta-analysis of 26 Forms of Academic Acceleration: Options for Elementary (Primary) and Secondary Learners with Gifts or Talents. En B. Wallace, D. A. Sisk y J. Senior (eds.), The SAGE handbook of gifted and talented education (pp. 309-320). Sage.
Serna, P., Ferrándiz, C. y Ferrando, M. (2024). Efectos de un programa de enriquecimiento con tecnología educativa en el autoconcepto de estudiantes con altas capacidades. Aula Abierta, 53(4), 393–401. https://doi.org/10.17811/rifie.21175
Shaunessy-Dedrick, E. y Suldo, S. M. (2025). Gifted, high achieving, and accelerated Learners’ mental health through the lens of positive psychology. Gifted Education International, 41(1), 13-31. https://doi.org/10.1177/02614294241292423
Sicilia, G. y Simancas, R. (2018). Equidad educativa en España: comparación regional a partir de PISA 2015. Fundación Ramón Areces.
Sternberg, R. J. (2024). A new model of giftedness for transformational active concerned citizenship and ethical leadership. Gifted Education International, 40(2), 166-195. https://doi.org/10.1177/02614294241246497
Sternberg, R. J, Renzulli, J. S. y Ambrose, D. (2024). "The Field of Giftedness—Past, Present, and Prospects: Insights From Joseph S. Renzulli and Robert J. Sternberg." Roeper Review, 46(3), 233-245. https://doi.org/10.1080/02783193.2024.2357379
UNESCO (2016). Educación 2030: Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4: Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos. UNESCO Biblioteca digital. https://unesdoc.unesco.org/ark:/48223/pf0000245656_spa
VanTassel-Baska, J. y Johnsen, S. K. (2022). The Inclusion of Underrepresented Populations in Gifted Programs. En S. K. Johnson y J. Van Tossel-Baska, Handbook on Assessments for Gifted Learners (pp. 100-115). Routledge.
Velloso, A. y Pedró, F. (1991). Manual de educación comparada. Vol. 1. Conceptos básicos. PPU.
Referencias legislativas por Comunidad Autónoma
Páginas 451-477 de:
Elena, M. P. (2023). Estudio comparado de la respuesta educativa de las Comunidades Autónomas españolas ante los alumnos/as con altas capacidades [Tesis Doctoral]. Universitat de València. https://roderic.uv.es/items/ab5af46d-ecec-4691-8f25-97a356cb3395
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 María Pilar Elena Monleón, Ana María Casino-García, Joan Maria Senent Sánchez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Acknowledgement – Non Commercial (by-nc): Generation of derivated Works is allowed as long as a commercial use is not developed. The original work cannot be used with commercial aims.
This journal does not apply any fee to the authors by the filing or processing of articles.
