Enrichment strategy: an educational intervention in high abilities and talents.
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Abstract
People with high abilities are subjects with a much higher level of ability than their contemporaries in one or more learning categories, obtaining extraordinary and exceptional results (Pfeiffer, 2017). The need for the present work arises due to the high number of students diagnosed with high abilities in an educational center in Guayaquil. It poses a continuous and complex challenge for the teaching staff, which in some cases do not have education-related degrees, or did not receive preparation in their university curricula to respond to the special educational needs of this population. In response to this need, the present work aims to develop an intervention program that favors the development of cognitive skills and social adaptation of a specific group of students with high abilities from second to fourth grade of primary education in an educational center in the city of Guayaquil. As a result, an intervention has been designed that consists of training the teaching team to implement the strategy of curricular enrichment and identify students with high abilities. The intervention proposal has detailed ten sessions, a pretest-posttest questionnaire, and an identification scale for students with high abilities. The methodology is qualitative, action research design. The achievement of the End of Study Work will be evaluated, and it is expected that this type of intervention will improve the performance of students with high abilities in both the academic and socioemotional areas.
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Johnn Xavier Merizalde-Medranda, Unidad Educativa Bilingüe Torremar; Universidad Casa Grande - Ecuador
Johnn Merizalde has degrees in Psychology, a Master's in Early Development and Childhood Education, and a Master's in Special Education, obtained nationally and internationally. He has university degrees on care for students with special educational needs in the classroom. He has a long professional career in the field of psychology, education, and special education, with more than 12 years of experience. He works as an evaluator teacher and postgraduate thesis tutor, and as coordinator of the Student Counseling Department of one of the most prestigious schools in Ecuador. Additionally, in the private professional field he performs psychological therapies, psychological evaluation, psychopedagogical evaluation, professional training, among others.
Mario Fabricio Ayala-Pazmiño, Universidad Tecnológica Empresarial de Guayaquil (UTEG) - Ecuador
Dr. Ayala has degrees in Computer Science, Business Administration, Education Sciences, and received his PhD in Education from the University of Melbourne in Australia, in 2018, with his highest concentration of study in foreign language teaching and learning, pedagogy, educational management, and higher education. He is an educator and has experience as an Academic Coordinator. His previous experience also includes working as head of Humanities and Community and Service departments. He was a professor at Monash University in Melbourne, Australia, at Universidad de las Americas in Quito, and at Universidad de Guayaquil. Dr. Ayala is a member of the Monash University Hispanic Studies Teachers Association, Australia.
Yeimer Prieto-López, Unidad Educativa Bilingüe Torremar, Universidad de Especialidades Espíritu Santo (UEES), Universidad Tecnológica ECOTEC - Ecuador
Doctor of Educational Sciences. Bachelor of Education. Associate Professor. Professor at UEES in the Faculty of Liberal Arts and in the Master of Educational Management. Teacher and Academic Auditor at Torremar Bilingual School. He has participated in various national and international events. He has more than twenty publications in Indexed Magazines, such as Latindex and Scielo. Doctoral Thesis Tutor at the Universidad del Rosario, Argentina, and the University of Holguín, Cuba. He has received more than one hundred hours of training in Education and Pedagogy in 2020 and 2021.
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