Characterization of students with high intellectual capacity: the approach in the Portuguese school context and importance of teacher training for their educational inclusion.

This paper takes a terminological approach to the concept of high intellectual abilities, highlighting the distinctive aspects of the way it is addressed in the Portuguese educational context. It outlines the existing conceptual differentiation in the field of higher abilities, emphasizing how the main characteristics are described and including the strengths and weaknesses of current teaching and learning processes in Portugal. As we will show, educational work with these students in Portuguese schools is characterized by unequal regulation compared to other educational needs, by an imbalance of educational processes aimed at these gifted students, and by clear underdiagnosis that sometimes leads to them being ignored in the classroom, with the consequent harm that this can cause to their overall development and to their academic and professional careers. The paper emphasizes the importance of teacher training in Portugal as an aspect that could be key to reversing, as far as possible, this gap in educational processes-which currently include educational inclusion for all their students as part of the key action principles in the Portuguese educational system.

Contextual Variables with an Impact on the Educational Inclusion of Students with Rare Diseases.

The context of a school may play a fundamental role in students' academic and personal progress. In this study, we focus on two contextual variables, the school type and school location or setting. The study used a questionnaire to assess teachers' knowledge and thoughts about rare diseases based on these variables, with the participation of 574 school teachers. To broaden the research perspective, another questionnaire was administered to members of 152 rare disease patient advocacy groups to ask about their participation in educational processes and analyse their results according to one of the contextual variables: the setting or location of each association. The results indicated statistically significant differences according to the variables examined, which were larger for the type of school variable. In short, numerous variables that influence the teaching and learning processes need to be considered in educational praxis; in this study, we looked at those of a contextual nature (for example, the geographic characteristics of schools and associations), and this is essential for increasingly heterogeneous educational locations that demand multidimensional approaches.

Rare Diseases in the Educational Field: Knowledge and Perceptions of Spanish Teachers.

BACKGROUND: Education plays a fundamental role in everyone's wellbeing. That means it is essential to provide quality inclusive activities to ensure equity and equality of opportunity in order to shape a cohesive, democratic, healthy society. METHODS: In this study we focus on how inclusive educational practice addresses students with rare diseases, looking at teachers' knowledge and opinions in this regard. A questionnaire was administered to 574 teachers who taught in various stages of non-university education to determine their knowledge and opinions about different dimensions: conceptualization, legislation, intervention, and diagnosis. RESULTS: The results suggested various ideas for improvement in pursuit of positive, real inclusion, such as the need to improve teachers' knowledge and understanding of these students' characteristics and potential, with widespread specific training being urgently needed. CONCLUSIONS: in summary, students' rights to education without discrimination is a basic premise of an educational system, leading to the need for a complete educational response that allows each student to develop as a person.

The influence of teaching variables in the educational processes of students with rare diseases.

Introduction: Teachers have a key role in their students' educational inclusion processes. Numerous variables influence their professional work and determine how they approach teaching. Methods: In this study, 574 teachers teaching non-university educational stages in the Autonomous Community of Castilla-La Mancha were queried about their knowledge and perceptions regarding students with rare diseases, examining the extent to which there were personal variables that could have an impact on that. Results: The results indicate the need to expand training to increase levels of knowledge in the educational arena about rare diseases, especially about how they are conceptually described and their categorization and prevalence. All of the teaching variables evaluated were statistically significant, with p < 0.001 in most of the elements evaluated according to each of the following variables: sex, age, job position, teaching experience, and higher qualifications. This shows that there are teaching variables that influence the inclusion of students with rare diseases. Being aware of them should be a priority in order to increase teacher empowerment for the delivery of inclusive educational processes. Discussion: All students exhibit distinctive characteristics and teachers play an essential role in offering them quality individualized education. The full inclusion of all students is something educational systems have yet to achieve, and this study aimed to contribute to that goal, in this case for schoolchildren with rare diseases.

Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable.

Schools promote all-round education for each of their students. This requires teachers to work on all of the possibilities offered by a subject, including mathematical ability. This process of adjustment and individualization is essential for students who have excellent performance or aptitudes. This study uses an ex post facto, descriptive and quantitative research methodology to examine the results of giving the online version of the Evaluation Battery for Mathematical Ability (BECOMA On) to 3795 5th-year primary school students. The sample was selected from 147 Spanish schools from 16 autonomous regions and 2 autonomous municipalities. Three levels of performance were identified, 3 being the highest, and different statistical indices were calculated for each of them. The results were also analyzed according to sex, with statistically significant differences in the highest performance level. In addition, the study highlighted a diagnostic gap in the identification of higher capacity students, a pending challenge for education systems for the educational inclusion of all students.

Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics.

Differences between the sexes in education is something of particular interest in much research. This study sought to investigate the possible differences between the sexes in math performance, and to deeply examine the causal factors for those differences. Beginning from the administration of the BECOMA-On (Online Evaluation Battery of Mathematics Skills) to 3,795 5th year primary students aged 10-11, in 16 Spanish autonomous communities and the 2 autonomous cities of Ceuta and Melilla. The results for each sex were compared to their perceptions of self-efficacy about completing the test items, and with their interest in and motivation for mathematics. Statistically significant differences were seen in the variables examined. The boys were generally more engaged with science and technical subjects. Generalizing from studies such as this aims to more thoroughly explore, and improve this situation.