SUBJECT-SPECIFIC CRITERIA FOR DETERMINING OF GIFTEDNESS IN THE BRITISH EDUCATIONAL ENVIRONMENT

Abstract

Early detection, education and upbringing of gifted children is one of the main tasks of improving the education system. It is important that individuals endowed with a special gift have the opportunity to discover and use it for self-affirmation, the right choice of profession. The purpose of the article is to consider the content of subject-specific criteria for the classification of gifted persons in the British educational environment. Research methods: analysis and synthesis of scientific literature (to clarify key concepts of research), systematization (in order to identify existing scientific approaches to solving the problem), theoretical generalization (to formulate the final provisions and conclusions). The study found that British researchers are proposing to identify gifted students according to subject-specific criteria, which allows them to identify those students who may be exceptional in one or more school subjects. For each area, a set of predictable behaviors is offered, the demonstration of which can help identify giftedness and talent. British researchers recommend using any list of characteristics in the classification of gifted people as a starting point for thinking about giftedness and talent, rather than as a diagnostic tool. Clear, objective and useful criteria are needed to identify the most capable learners and meet their needs. The choice of criteria for assessing and / or identifying giftedness is case-specific. Criteria may vary depending on the age and / or talents being evaluated and need to be supported by a body of evidence. Ultimately, decisions about which students should be considered gifted and talented are the responsibility of teachers and schools.