Giftedness: Concept and psycho-educational models for diagnosis and intervention

Abstract

The definition of Giftedness is not exempt from unreliability and controversy. The concept is not static, it is in constant evolution, being that the current trend is characterized by the balance of other variables beyond the cognitive and intelligence. According to the World Council for Gifted and Talented children, one can be considered gifted when exhibiting high performance or potential, in any of the following aspects in isolation or combined: general intellectual capacity, specific academic skill, creative or productive thinking, special talent for the visual, dramatic and musical arts, motor skills and capacity for leadership. Thus, the multiplicity of concepts ends up translating into a multiplicity of criteria that must be considered in the definition of giftedness, which means that assessment must also be multifaceted. As a result, a broad range of intervention proposals is required, as well as recourse to different agents, procedures and assessment instruments.