Percepciones parentales respecto a la experiencia académica y social de sus hijos con altas capacidades intelectuales

María Paz Gómez; Alicia Truffello Palau; Benjamín Kraus

doi:10.4151/07189729-Vol.58-Iss.3-Art.837

Authors

María Paz Gómez Universidad de Los Andes
Alicia Truffello Palau Universidad del Desarrollo
Benjamín Kraus Universidad de Los Andes

DOI:

https://doi.org/10.4151/07189729-Vol.58-Iss.3-Art.837

Keywords:

Altas Capacidades Intelectuales madres apoyo parental desarrollo expectativa

Abstract

Este estudio presenta la experiencia social y académica en aulas regulares de niños con Altas Capacidades Intelectuales desde la perspectiva de sus madres. Se llevaron a cabo entrevistas en profundidad para comprender sus percepciones sobre el historial académico de sus hijos(as) y sus relaciones sociales. Se determinaron categorías que abarcan temas tales como: el reconocimiento temprano de los padres de características de las Altas Capacidades Intelectuales, la influencia del docente sobre el desarrollo del potencial así como la invisibilización de la Altas Capacidades Intelectuales en el sistema escolar, experiencias de bullying y expectativas a futuro, entre otras. Los resultados encontrados refieren a las madres como primeras identificadoras y potenciadoras de las Altas Capacidades Intelectuales, al docente como figura catalizadora u obstaculizadora en el ámbito escolar, y a las expectativas de las madres más vinculadas con un desarrollo integral del niño, que con un desarrollo netamente académico.

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