7. Conclusiones y Referencias

El alumnado PEAC constituye un grupo heterogéneo, sensible y con gran potencial de impacto. Su singularidad radica en la combinación de alta capacidad cognitiva, creatividad y sensibilidad emocional, que se traduce en una forma particular de aprender y relacionarse con el mundo. No se conforma con la repetición: busca comprender, transformar y dotar de sentido a lo que toca.

Reconocer, atender y acompañar este potencial no es un privilegio, sino una obligación ética y pedagógica, pues de ello depende no solo su desarrollo pleno, sino también su aporte innovador a la sociedad (Subotnik, Olszewski-Kubilius & Worrell, 2011; Renzulli, 2012).

Referencias                                                                                        
Beghetto, R. A., & Kaufman, J. C. (2016). Creative learning in today’s classrooms. Cambridge University Press.

Coleman, L. J ., & Cross, T. L. (2014). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.

Cross, T. L. (2011). On the social and emotional lives of gifted children. Prufrock Press.

Flett, G. L., & Hewitt, P. L. (2014). Perfectionism and gifted students. Journal for the Education of the Gifted, 37(1).

Freeman, J. (2006). Gifted lives: What happens when gifted children grow up. Routledge.

Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2).

Gross, M. U. (2004). Exceptionally gifted children. Routledge.

Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years. Perspectives on Psychological Science, 1(4).

Maker, C. J., & Nielson, A. B. (1996). Curriculum development and teaching strategies for gifted learners. Pro-Ed.

Neihart, M., Pfeiffer, S., & Cross, T. (2016). The social and emotional development of gifted children. Prufrock Press.

Pfeiffer, S. (2013). Serving the gifted: Evidence-based clinical and psychoeducational practice. Routledge.

Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted students. Educational Psychologist, 37(2).

Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? Learning and Individual Differences, 20(4).

Renzulli, J. S. (2012). Reexamining the role of gifted education. Gifted Child Quarterly, 56(3).