SZ6023 Gifted Student's Education

Faculty of Education
Spring 2025
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
doc. RNDr. Eva Trnová, PhD. (lecturer)
Guaranteed by
doc. RNDr. Eva Trnová, PhD.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
! NOWANY ( SZ6013 Drama Education in Teaching Practice , SZ6014 Global Development Education in Teachers Preparation , SZ6015 Cross-curricular Subjects in the National Framework Programme , SZ6016 Methods of Respecting Education Training , SZ6018 Personal and Social Education , SZ6019 Support of Student's Elf-development through Coaching Techniques , SZ6020 Specifics of Working in a Multiethnic Classroom , SZ6021 Social Pathology in Secondary Education , SZ6022 Values Education in Teaching Practice , SZ6118 We learn (in) a circle , SZ6119 Projects as a Tool for Developing Competences for Edupreneurship , SZ6120 Case Studies, Analysis and Interpretation of Educational Situations in Schools )&&( SEMESTR ( 1 )|| SEMESTR ( 2 ))
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 48 student(s).
Current registration and enrolment status: enrolled: 0/48, only registered: 0/48, only registered with preference (fields directly associated with the programme): 0/48
fields of study / plans the course is directly associated with
there are 61 fields of study the course is directly associated with, display
Course objectives
Knowledge: defining the terms of giftedness, talent and intelligence; models of giftedness; psychological nature of giftedness; manifestation of giftedness; characteristics of gifted children, current typology of gifted pupils; characteristic of gifted pupils, myths of giftedness; the difference between a gifted and clever pupil; latent talent and underachievment.
Skills: Apply suitable methods for educating gifted, design a suitable program for gifted gifted, diagnose manifestation of giftedness, recognize gifted and clever child.
Attitudes: to accept the differences in the behavior of the gifted pupils, to acquire the values of objectivity and justice in the evaluation of gifted pupils' behavior.
Learning outcomes
Learning outcomes: After completing the course, the student will: • understand the principles of giftedness; • be able to identify giftedness by means of its characteristics; • choose and imply teaching methods suitable for development of gifted pupils; • apply the individualization aspect and differentiation in education during work with the gifted; • apply an individual approach in gifted pupils’ assessment; • be able to create teaching materials for the gifted.
  • Main topics (syllabus): 1.-2. Psychological principles of giftedness – basic range of reflections on giftedness. Giftedness – talent. Types of intelligences and relationship between intelligence and giftedness. Giftedness models as a resource for views of gifted pupils’ education. 3.-4. Giftedness diagnosis – nomination, identification, and diagnosis of a gifted pupil. Features of giftedness; current typology of gifted pupils. Characteristics of gifted pupils, myths about giftedness. A difference between a gifted and clever pupil. 5. Legal standards for education of the gifted – a legal framework for education of the gifted. Care about the gifted in the Framework Education Programme. Education adjustments for gifted pupils. 6. The gifted as individuals with special educational needs – implementation of individualization aspect and differentiation into education of the gifted. A role of a teacher in integration/inclusion of gifted pupils into a classroom. A creation of a classroom. A creation of an individual study plan. Double exceptionality. 7. Development of gifted pupils – latent giftedness issue. Academic unachievement as a threat to restriction of the gifted pupils’ development. Strategies suitable for development of giftedness. 8.-9. Special methods of giftedness development – acceleration and enrichment – their advantages and disadvantages, recommendations for their use, suggestions of specific enrichment materials. 10. Motivation of gifted pupils – motivation as a part of giftedness models, gifted pupils’ motivation issue. Strategies of motivation of the gifted. How to assess a gifted pupil. 11. Basic ways of work with gifted pupils – a model of logical structure of educational process for a gifted pupil. Teaching the gifted and solution of their educational needs. Materials creation for teaching gifted pupils. 12. Cooperation of the teacher with gifted pupil’s family – family environment of gifted pupils. Specifics of teacher’s communication with gifted pupils and their parents. Gifted pupils’ social and emotional adaptation.
    required literature
  • PORTEŠOVÁ, Šárka, Marie BUDÍKOVÁ and Helena KOUTKOVÁ. Kontakt s nadáním jako jedna z důležitých proměnných ovlivňujících postoj pedagogů a rodičů k mimořádně nadaným žáků a k jejich vzdělávání (Contact with giftedness as one of important factor influencing attitude of parents and teachers toward gifted pupils). Pedagogika. Praha: Pedagogická fakulta Univerzity Karlovy, 2009, LVIV, No 1, p. 38-53, 15 pp. ISSN 0031-3815. info
  • HŘÍBKOVÁ, Lenka. Nadání a nadaní : pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Vyd. 1. Praha: Grada, 2009, 255 s. ISBN 9788024719986. URL info
  • PORTEŠOVÁ, Šárka. Nadaní jako předmět výzkumu a vzdělávání na MU Brno (Giftedness - research and education at Masaryk university). 128.klinicko-psychologický den, přednáška. 2005. URL info
    recommended literature
  • Freeman, J. (1998). Educating the very able: Current international research. London: Stationery Office.
  • PORTEŠOVÁ, Šárka. Rozumově nadané děti s dyslexií (Gifted children with dyslexia). 1st ed. Praha: Portál, 2011, 216 pp. Speciální pedagogika. ISBN 978-80-7367-990-3. URL info
  • PORTEŠOVÁ, Šárka. Skryté nadání. Psychologická specifika rozumově nadaných žáků s dyslexií (Hidden giftedness: Psychological specifics of intellectually gifted children with dyslexia). 1. dotisk 1. vyd. Brno: Masarykova univerzita, 2011, 166 pp. ISBN 978-80-210-5014-3. info
  • PORTEŠOVÁ, Šárka. Nadaný? Vždyť neumí číst ani počítat! (Gifted? He can not even read and count!). Psychologie DNES. Praha: Portál, 2010, vol. 16, No 6, p. 57-59. ISSN 1212-9607. info
  • PORTEŠOVÁ, Šárka and Jana ČIHOUNKOVÁ. Diagnostics of Czech intellectually gifted children with dyslexia via WISC-III method. In From giftedness in childhood to successfull intelligence in adulthood. Praha: The center of giftedness, 2008, p. 108-119. ISBN 978-80-7387-172-7. info
  • LAZNIBATOVÁ, Jolana. Nadané dieťa : jeho vývin, vzdelávanie a podporovanie. Bratislava: Iris, 2001, 394 s. ISBN 8088778328. info
Teaching methods
Teaching will be based on theoretical preparation connected with case studies of gifted students and suitable videos.
Assessment methods
Providing feedback in lessons, elaboration of assigned tasks and elaboration and defense of seminar work according to instructions in IS MU.
Language of instruction
Listed among pre-requisites of other courses

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Teacher's information
The course will be taught only if 12 or more students are enrolled. 20 students are maximum. The subject requires active cooperation as part of group work in solving the discussed issue. Student of ERASMUS+ program: A student who is granted an ISP for the Erasmus+ program can have the subject recognized if he completes a subject at a foreign university with content dealing with the education of gifted pupils. It is necessary to document the completion of the subject and submit the syllabus of the completed subject to the subject garant.
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
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