Reflections on the concept of giftedness: Evolution of the paradigm
Marta Reyero y Javier Tourón
In the last decades, educational research has clearly shown, from both a theoretical and an experimental pers-pective, that looking after diversity, and consequently personalizing education, are signs of quality and effectiveness in modem educational systems. However, when that diversity refers to giftedness, opinions arise which are often based on prejudices and myths, and many do not see a need for paying special attention to the group of diverse individuals included in the term gifted. In this paper, we first review the evolution of the concept
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