I bambini Gifted e la Scuola: quando le potenzialità ostacolano l’integrazione.

Children showing early abilities and uncommon interests according to the age may attract attention of scholastic, social, psychological and familiar environments. These children are defined as “gifted” and they belong to that limited part of population, approximately 2,28%, that have markedly cognitive abilities superior to general mean. They typically show early reading, very large vocabulary for the age as well as surprising curiosity for several matters, including abstract concepts that are hardly understood by the peers. Despite this amazing cognitive abilities, gifted children may show impairments at school, from both an educational and a social point of view. General development frequently shows asynchronies: early and advanced cognitive development, but typical or even later emotional and/or social/psychomotor development. These asynchronies are frequently the ground of criticalities that may become diseases, particularly during adolescent age. The incidence of mood diseases in the population is higher if compared to general population. According to recommendation n° 1248 of European Council, Regione Veneto extensively informed teachers about giftedness and provided support to parents in order to facilitate scholastic and social adaptation, to promote wellness of gifted children.