Trends in the educational response to students with high intellectual capacity. Regulatory frameworks and actions contemplated in the decade 2009/2010 - 2019/2020

Abstract

This article analyzes the educational response aimed at students identified with high intellectual capacity in the Spanish educational system as a whole, traditionally characterized by the existing unequal regulation, by the disparity of the educational processes aimed at this group and by the relevant discrepancies in the figures of diagnosis. To carry out this analysis, an approximation to the educational praxis of each Autonomous Community is addressed, pointing out, firstly, its national and regional regulatory references and other practical actions promoted and, secondly, prevalence data are offered at the national and regional level contemplating modulating variables such as gender, educational stage and type of center in which these students appear schooled. The comparison is made between two time periods, courses 2009/2010 and 2019/2020, the second corresponding to the last course for which complete data is available on the website of the Ministry of Education and Vocational Training. The results show the progress made in this decade, both in the generalization of specific actions and in the increase in the prevalence of identified cases, although the figures are still low and there is still work to be done to reduce the existing gap in educational care for these students.