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Postoje českých pedagogů k typickým charakteristikám nadaných žáků s dyslexií, k jejich idenfitikaci a vzdělávání

100%
Portešová Š., Budíková M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 2
55-76
EN
The presented study deals with the issue of basic school teachers’ attitudes towards selected behavioral and cognitive characteristics of intellectually gifted learners with dyslexia and the issue of identifying and educating these learners. Research is being conducted at the time as a Greek-Czech intercultural study. However, in the presented contribution only Czech research data are analyzed and interpreted. In the research, we used Attitudes Toward Giftedness/Learning disability – Dyslexia Scale by Greek authors Gari, Panagiota, Nikolopoulou (2006). This method was administered to 158 teachers from all over the Czech Republic. Based on statistical analysis, the presented empirical examination reached some important conclusions. It became clear that Czech teachers are good at identifying characteristics related to manifestations of a “gifted learner” and a “learner with a learning disability”. Moreover, they are able to identify also the so-called duality in learning abilities, i.e. the simultaneousness of ability and handicap in the learning process manifested in a particular cognitive domain. However, they identify this duality especially within Czech language. The most problematic appears to be the accepting of the existence of this typical characteristic of the given population of learners in other academic subjects, for example in mathematics. It is here in particular where teachers tend to expect nothing but exceptional performance, without a possibility of partial failure (they derive it from giftedness). It seems that due to the refusal of the existence of duality in learning ability intervening in all academic subjects, it can lead to a wrong identification of this minority group of the gifted. Nevertheless, this fact must be confirmed in further empiric research.
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Myths about Gifted Learners from the Perspective of Teachers

81%
Portešová Š., Budíková M., Juhová D.
The New Educational Review
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2014
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vol. 37
229-242
EN
The aim of the presented paper was to find out whether Czech and Slovak teachers are affected by myths about the gifted. We selected myths concerning the nature of giftedness, its identification, social and emotional characteristics of the gifted, and their education. The myths were examined in regard to determinants regarding educators. Data from 434 teachers (350 women) were collected by a foreign questionnaire. The results showed that these educators tend to hold myths about overachievement of the gifted without special care, simultaneity of giftand creativity, and the correlation of giftedness with social and emotional problems. The group with a higher risk to be susceptible to certain myths are teachers over 40 years of age, with experience longer than 10 years, teaching in villages and having no contact with giftedness. Thus, we recommend focusing especially on further training of these high-risk groups of teachers in order to rebut their misconceptions about the gifted. The research was supported by the research grant of the Grant Agency of the Czech Republic registered under number P407/11/1272.
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