Resumen de La inclusión educativa desde la perspectiva de las altas capacidades en entornos desfavorecidos

Rosa María Perales Molada, Consuelo Burgos Bolós, Isabel Segura Moreno, Belén Montijano Serrano

• Children from disadvantaged family backgrounds are at a disadvantage in achieving achievement and self-improvement because meeting basic needs takes priority over everything else. To this reality, we must add that students from impoverished environments may encounter obstacles to feeling accepted in specific high-ability programs, which makes it difficult for them to remain in them for a long and meaningful time. Therefore, it is necessary to design inclusive programs that enhance their skills.

  The Institution “Sagrada Familia Professional Schools” has designed and developed a mentoring project aimed at students with high intellectual abilities in disadvantaged families in its schools. The objective of this research is to verify if the intervention program mentioned above is positively valued by the participating students and teachers and if after its application, the students improve such important skills as intrapersonal, interpersonal and creative. Once the data has been analysed, it is deduced that the aforementioned intervention program is valued positively by the agents involved because after its application, the students improve intrapersonal, interpersonal and creative skills.