{"id":80403,"date":"2026-05-29T00:09:39","date_gmt":"2026-05-29T04:09:39","guid":{"rendered":"https:\/\/world.edu\/?p=80403"},"modified":"2026-05-29T00:09:39","modified_gmt":"2026-05-29T04:09:39","slug":"five-digital-tools-to-detect-and-enrich-the-teaching-of-gifted-children","status":"publish","type":"post","link":"https:\/\/world.edu\/five-digital-tools-to-detect-and-enrich-the-teaching-of-gifted-children\/","title":{"rendered":"Five digital tools to detect and enrich the teaching of gifted children"},"content":{"rendered":"

\"\"Identifying gifted children remains a challenge: although estimates suggest that up to 10% may have this learning ability,\u00a0formal identification\u00a0<\/span>figures rarely exceed 2%. This <\/span><\/a>unmet<\/span><\/a>\u00a0need has consequences: demotivation, poor academic performance, and a higher risk of early school leaving.<\/span><\/p>\n

Addressing this challenge requires specific tools and knowledge. This is where initiatives like our recent European project,\u00a0<\/span>Your Breakthrough: Smart Solutions for Smart Minds<\/span><\/em><\/a>\u00a0, come in. In this project, we have developed five digital tools designed to guide educators, students, and families in the process of both identifying gifted children and providing them with more appropriate support.<\/span><\/p>\n

Beyond IQ<\/span><\/strong><\/h4>\n

Intelligence is a complex concept. In the case of “giftedness,” we’re not just talking about having a high intelligence quotient (IQ), but about the interaction of various\u00a0<\/span>abilities<\/span><\/a>\u00a0: above-average intellectual skills, creativity, and a strong commitment to challenging tasks. Factors such as motivation and the family and school environment also play a crucial role.<\/span><\/p>\n

One of the main obstacles is the lack of resources and specific training for teachers and other professionals on what to look for and how to support these students. Furthermore, there is no standardized diagnostic protocol across countries or even regions, which complicates\u00a0<\/span>identification<\/span><\/a>\u00a0.<\/span><\/p>\n

It is essential to understand that there is a wide variety of profiles that sometimes don’t fit the stereotype we’ve created about what it means to be gifted. In fact, there is the phenomenon of twice-\u00a0<\/span>exceptionality<\/span><\/a>\u00a0: children with high abilities and difficulties such as\u00a0<\/span>dyslexia<\/span><\/a>\u00a0or attention deficit disorder.<\/span><\/p>\n

This complicates their identification, as difficulties can mask their high potential. For example, a student with dyslexia and high abilities might have difficulties with reading and writing, but a great ability to solve complex problems in mathematics or the arts.<\/span><\/p>\n

What should we look for to detect it?<\/span><\/strong><\/h4>\n

Observing their behavior in different contexts (in class, at home, with friends) is key. The main indicators are:<\/span><\/p>\n