Gifted Students, Mothers, and Teachers’ Perceptions about Acceleration

Authors

  • Renata Rodrigues Maia-Pinto
  • Denise de Souza Fleith Universidade de Brasília

DOI:

https://doi.org/10.5380/psi.v19i2.29744

Keywords:

giftedness, academic acceleration, gifted student

Abstract

The purpose of this exploratory study was to investigate the perception of elementary school gifted
students, who went through the process of acceleration when attending early childhood education,
their mothers and teachers about this practice. Twelve students, 12 mothers, 10 teachers from regular
classrooms and five teachers from a program for gifted students were interviewed. The results
indicated that academic acceleration was a successful intervention for students, not resulting in
academic losses or socio-emotional difficulties in the following grades. Mothers and students have
evaluated acceleration positively while teachers positioned themselves unfavorably in relation to
acceleration, although they have not identified emotional or academic problems in their accelerated
students.

Author Biographies

Renata Rodrigues Maia-Pinto

Renata Rodrigues Maia-Pinto é pedagoga e doutora em Processos de Desenvolvimento Humano e Saúde pela Universidade de Brasília. Foi assessora técnica da Secretaria de Educação Especial do Ministério da Educação, quando implementou e coordenou o Projeto de Núcleos de Atividades de Altas Habilidades/Superdotação-NAAH/S nos estados brasileiros e no Distrito Federal.

Denise de Souza Fleith, Universidade de Brasília

Denise de Souza Fleith é professora do Departamento de Psicologia Escolar e do Desenvolvimento da Universidade de Brasília, pesquisadora do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)e representante do Brasil no World Council for Gifted and Talented Children. 

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Published

2016-10-11

How to Cite

Maia-Pinto, R. R., & Fleith, D. de S. (2016). Gifted Students, Mothers, and Teachers’ Perceptions about Acceleration. Interação Em Psicologia, 19(2). https://doi.org/10.5380/psi.v19i2.29744

Issue

Vol. 19 No. 2 (2015)

Section

Research Reports

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