The initial training of the graduate in school teaching in the attention to the students with high capacities challenges and opportunities for inclusive education

Abstract

Numerous empirical evidence shows that the school teacher´s initial training is an absolutely essential factor in the development of skills and attitudes towards the inclusion and educational attention that the school teacher offer to students. Among the diversity of students needs that dominate the school context, high intellectual capacities have been the great ones forgotten. On this matter, the aim of this article is to analyze the curriculum of the school teacher degree at a Spanish University, starting from the ministerial orders about the curriculum of the school teacher degree at a national level and then descending to the verification reports and to the curriculum of this specific University. The aim is to highlight the scarce training that forthcoming graduates receive with respect to students with high intellectual capacities. The analysis is completed with the results of a descriptive study on perceptions of the level of training of 402 students of the school teacher degree, collected through the development of a questionnaire. In light of the answers obtained, the demand for initial training in this specific area and with this particular student, is made visible.