Educational Responses to Students With High Abilities From the Parental Perspective

Area of Science:

• Educational Psychology
• Gifted Education
• Cross-Cultural Studies

Background:

• High-ability students require specialized educational interventions both within and beyond the classroom.
• Educational support for gifted students varies significantly across different countries and educational systems.
• Parental involvement is crucial for the success of educational programs for high-ability students.

Purpose of the Study:

• To evaluate parental opinions on educational support for high-ability students.
• To compare educational strategies and enrichment programs for gifted students in Mexico, Argentina, and Spain.
• To identify parental satisfaction levels and challenges with existing support systems.

Main Methods:

• A mixed-methods approach using an online questionnaire for parents of high-ability students.
• Quantitative analysis of demographic and support-related questions.
• Qualitative analysis of open-ended questions using ALCESTE software.

Main Results:

• Identified diverse educational responses and enrichment program participation (in-school and out-of-school) for gifted students.
• Assessed parental satisfaction levels with current educational support.
• Documented specific difficulties and problems encountered by parents and students.

Conclusions:

• The study provides evidence on the types and implementation of educational responses for high-ability students in Mexico, Argentina, and Spain.
• Findings indicate variations in the adequacy of support provided to meet the needs of gifted students.
• Results can inform policy and practice to enhance educational provisions for high-ability learners globally.