ABSTRACT
(1) Background: Educational attention to gifted students has not been a well-established line of research due to the multiple conceptions about their characterisation. While educational attention has tended to respond to students who present learning difficulties due to their limitations, it has been observed that gifted students may also fail in their studies. The purpose of this study is to examine educational interventions carried out with this population worldwide; (2) Methods: The methodological design is a systematic review, following the PRISMA guidelines, in the Scopus and WOS databases on educational interventions and gifted students; (3) Results: The papers were studied through a qualitative content analysis based on a population of 557 articles, with a final sample of 14, finding a great variety of didactic strategies and models oriented to meet the needs of this group. In relation to the quality of the studies, the lack of pre-post methodological designs focused on performance stands out; (4) Conclusions: Educational research with gifted population demands more interventions personalised to the specific characteristics of the students. In addition, there is a need for further research with quasi-experimental designs with this population to identify quality, not generalised, interventions to meet these needs and replace them with individualised adaptations regarding the needs and interests of these students in order to increase their motivation and reduce failure.
ABSTRACT
En este trabajo se muestran algunos de los resultados más relevantes de una investigación cuyo objetivo es conocer las competencias discursivas en la escritura de alumnos sordos de educación primaria y secundaria mediante el análisis del uso de los mecanismos de cohesión textual. Los participantes en la investigación fueron 42 alumnos sordos: 20 de educación primaria y 22 de educación secundaria. En el proceso de recogida de datos se pidió a los alumnos que escribieran de forma individual y espontánea un texto narrativo. El análisis de los textos escritos se ha realizado siguiendo el modelo de la Gramática del Texto diseñado por F. Salvador. En el análisis de resultados se ha encontrado que, en términos generales, los alumnos sordos de educación primaria y secundaria poseen suficiente dominio de la cohesión textual. No obstante, encuentran algunas dificultades en el uso de los nexos en relación con el nivel lingüístico-formal de la lengua escrita. A partir de los resultados se derivan las necesidades educativas de los alumnos sordos referidas a la expresión escrita, las cuales guían y orientan el desarrollo de una práctica educativa adecuada. Ante la escasez de este tipo de estudios es preciso señalar la necesidad de realizar investigaciones centradas en el análisis de los aspectos discursivos de la escritura en alumnos sordos (AU)
In this article, we present some of the most important results from a research project that analyzed cohesive devices in texts written by deaf primary and secondary school pupils. Research participants were 42 deaf pupils: 20 in primary education and 22 in secondary education. The data collection process consisted on the application of a «free writing strategy» in which we asked each pupil to write a narrative text spontaneously. The written texts were analyzed following the model of the «Grammar of Text», designed by F. Salvador. The analysis revealed that, overall, deaf primary and secondary school pupils have sufficient mastery of textual cohesion. However, some have difficulties in using linking devices in formal written language. These results can be used to identify the educational needs of deaf pupils regarding writing; these needs guide the development of appropriate educational practice. Given the limited number of studies, there is a need for research focusing on the analysis of the discursive aspects of writing in deaf pupils (AU)
