Izvleček
V prispevku so predstavljene ugotovitve iz empirične študije, v kateri smo z anketo raziskovali, kakšno mnenje in izkušnje imajo starši (N = 1561) o izobraževanju nadarjenih učencev v osnovni šoli. Zanimalo nas je, kako starši prepoznanih nadarjenih učencev in starši učencev, ki niso bili prepoznani kot nadarjeni, ocenjujejo različne vidike vzgoje in izobraževanja nadarjenih učencev (skrb za nadarjene učence, prepoznavanje in delo z nadarjenimi učenci v okviru šole, zadovoljstvo ter prednosti in slabosti integrativnega izobraževanja nadarjenih učencev). Ugotovili smo, da so starši v povprečju srednje zadovoljni z obravnavo nadarjenih učencev v osnovni šoli, njihova mnenja pa se nekoliko razlikujejo glede na to, ali je bil njihov otrok prepoznan kot nadarjen ali ne. Ne predlagajo posebnih novosti glede časa začetka postopka prepoznavanja nadarjenosti pri otrocih, ki se po ustaljeni praksi začenja na koncu prvega vzgojno-izobraževalnega obdobja (VIO), ter so na splošno zadovoljni s svojo posvetovalno vlogo, ki jo imajo v okviru tega postopka. Mnenja staršev prepoznanih nadarjenih učencev in staršev učencev, ki v obdobju osnovnega šolanja niso bili prepoznani kot nadarjeni, se delno razlikujejo glede integrativnega izobraževanja nadarjenih učencev v osnovni šoli; oboji vidijo v tovrstnem izobraževanju za svojega otroka več prednosti, več pomanjkljivosti obstoječega sistema izobraževanja nadarjenih pa so navedli starši učencev, ki niso bili prepoznani kot nadarjeni.
Abstract
Parents’ Views on Gifted Education
The paper presents the findings of an empirical study in which a survey was used to research parents’ (N = 1561) opinions on and experiences with gifted education in primary school. We wished to see how the parents of identified gifted students and the parents of students who have not been identified as gifted rate various aspects of gifted education (taking care of gifted students, identifying and working with gifted students within the school, satisfaction, and the advantages and weaknesses of integrative gifted education). It has been established that, on average, the parents are satisfied with the treatment of gifted students in primary school and that their opinions differ somewhat depending on whether their child has been identified as gifted or not. They have not suggested any particular changes as to when the process of identifying giftedness in children should start, which, as a rule, starts at the end of the first educational triad (VIO), and are generally satisfied with their roles of advisers in the process. The opinions of parents of identified gifted students and of parents of students who have not been identified as gifted during primary schooling differ partly as regards integrative gifted education in primary school; both types of parents see several advantages of such education for their child; when asked about the flaws of the existing system of gifted education, the parents of students who have not been identified as gifted mentioned a greater number of flaws.