Abstract
Exceptional talents and/or abilities are recognized in children or adolescents who demonstrate a greater general learning capacity or in a specific area of knowledge, placing themselves above their reference group. Although in the Colombian context the presence of this population in classrooms is a reality, there are still no clear routes for the recognition of their individual differences. The objective of this study is to identify the characteristics that primary education teachers in Caldas (Colombia) recognize in students with exceptional talents and/or abilities. This is a quantitative, cross-sectional, descriptive and correlational study. The sample was selected intentionally and by convenience, and consisted of a total of 125 participants. The results showed that the predominant indicators are creativity, autonomy and the ability to apply knowledge to solve problems. In addition, it was observed that a higher level of academic training does not necessarily guarantee access, knowledge or mastery of specific topics in the management of students with high intellectual abilities. To change stereotypes, teachers must understand the nature of giftedness and talents and reflect on their beliefs to become aware of their own stereotypes and their potential effects on their classroom behavior and student development.
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