Abstract:
In this case study, with a descriptive and interpretive nature, we intend to identify development factors and school (under)achievement of 12-16-year-old youth with giftedness characteristics in the compulsory education. The narratives from the researchers show relations between individual characteristics and school guidance that have not been always accepted. The analysis clarifies the boredom, frustration and underachievement faced by these students in everyday life; the decision-making of detachment, confrontation or 'identity crisis' for the homogenization; and, the compliance with routine tasks provided by the school. They also reveal the significant role of the teacher in the curriculum differentiation as well as, in some cases, the academic achievement of the students.
Keywords:
Special Education; Giftedness; School Underachievement; Curriculum; Curricular Differentiation