Abstract
VĹĄechny dÄti majĂ prĂĄvo bĂ˝t vzdÄlĂĄvĂĄny, a to v prostĹedĂ, kterĂŠ je rozvĂjĂ optimĂĄlnÄ do jejich osobnĂho maxima. MajĂ takĂŠ prĂĄvo pracovat ve spoleÄnĂŠ sociĂĄlnĂ skupinÄ. Je zĹejmĂŠ, Ĺže naplĹovĂĄnĂm myĹĄlenek inkluze vznikajĂ tĹĂdy vĂ˝konovÄ znaÄnÄ heterogennĂ a mentĂĄlnĂ rozpÄtà ŞåkĹŻ v jednĂŠ tĹĂdÄ je znaÄnĂŠ. To klade nesmĂrnĂŠ nĂĄroky na uÄitele, na jeho schopnost diferencovat vĂ˝uku a pohotovÄ individualizovat zadĂĄnĂ Ăşloh. Podpora ŞåkĹŻ s SPU se intenzivnÄ ĹeĹĄĂ, ale systematickĂĄ podpora ŞåkĹŻ s nadĂĄnĂm zatĂm rozĹĄĂĹena nenĂ. V ÄlĂĄnku seznamujeme s prvnĂmi vĂ˝sledky vĂ˝zkumu, ve kterĂŠm se vÄnujeme ŞåkĹŻm nadanĂ˝m a snaĹžĂme se popsat jejich metakognitivnĂ procesy. CĂlem je lĂŠpe tÄmto ŞåkĹŻm porozumÄt a poznatky vyuĹžĂt pro jejich efektivnÄjĹĄĂ vĂ˝uku.
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