This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity.Este trabajo apunta la reducida tasa de alumnado con características de superdotación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia, este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alumnas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de enriquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades.

Resumo Se realiza una aproximación a una de las etapas fundamentales en el diseño y construcción de cualquier instrumento de evaluación educativa, la valoración realizada por un grupo de expertos en la materia objeto de la evaluación. La tabla de especificaciones se conforma como la herramienta idónea para desarrollar un juicio de expertos lo que facilita, entre otros objetivos, calcular el índice de validez de contenido de cada uno de sus elementos. A modo de ejemplo, se explica el proceso desarrollado para facilitar la construcción de un instrumento que evalúa competencia matemática. Tras contar con un diseño inicial de 64 ítems, se han eliminado 11 ítems y se han entresacado múltiples valoraciones cualitativas que han permitido la mejora significativa del instrumento, gracias a la participación de 51 expertos en el campo de las matemáticas. Para este instrumento se ha obtenido una validez de contenido elevada, siendo la mayoría de los índices calculados superiores a .80.

Differences between the sexes in education is something of particular interest in much research. This study sought to investigate the possible differences between the sexes in math performance, and to deeply examine the causal factors for those differences. Beginning from the administration of the BECOMA-On (Online Evaluation Battery of Mathematics Skills) to 3,795 5th year primary students aged 10–11, in 16 Spanish autonomous communities and the 2 autonomous cities of Ceuta and Melilla. The results for each sex were compared to their perceptions of self-efficacy about completing the test items, and with their interest in and motivation for mathematics. Statistically significant differences were seen in the variables examined. The boys were generally more engaged with science and technical subjects. Generalizing from studies such as this aims to more thoroughly explore, and improve this situation.

Los resultados obtenidos en el diagnóstico de altas capacidades son significativamente menores en niñas que en niños; sin embargo, no se encuentran estudios concluyentes que confirmen diferencias en la inteligencia en función del sexo. La literatura publicada sitúa los estereotipos de género y la autoestima como variables fundamentales en la brecha existente. Razonadamente, hemos realizado una investigación cuantitativa de la autoestima en 118 sujetos de 4º, 5º y 6º de Educación Primaria, comparando después los resultados en función de distintas variables moduladoras. Se ha utilizado la Escala de Autoestima de Rosenberg. Los resultados confirman que sí existen diferencias en la autoestima en función del sexo, siendo las niñas las que presentan niveles más bajos. El rendimiento académico es otra variable que correlaciona positivamente con la autoestima. No se han hallado resultados significativos que relacionen el constructo evaluado con la edad, el curso, las altas capacidades diagnosticadas o el tipo de centro de los sujetos. Las conclusiones se centran en la demanda de nuevas investigaciones que analicen la posible vinculación de la discriminación de la mujer con su no adecuada autoestima, centrándonos en las mujeres con altas capacidades.

(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year of primary education (ages 10–11). We demonstrate an integrated experience in the ordinary curriculum connecting technology to mathematics education. We created a work project for students to use Scratch and to assess its benefits, created two groups of students, an experimental and a control group, with a sample of 3795 individuals. They were administered the online version of the Battery of Mathematical Competence Evaluation (BECOMA On) at two timepoints, the pretest (the beginning of the project) and the post-test (the final stage). (3) Results: The results showed statistically significant differences between groups and timepoints, with the experimental group scoring higher, demonstrating the effectiveness of the education in programming program for mathematics. (4) Conclusions: Education systems face a challenge in the sphere of the consolidation of technologies in education with the consequent need to change didactic designs to enhance quality, equitable, sustainable education processes.

Background: Education plays a fundamental role in everyone’s wellbeing. That means it is essential to provide quality inclusive activities to ensure equity and equality of opportunity in order to shape a cohesive, democratic, healthy society. Methods: In this study we focus on how inclusive educational practice addresses students with rare diseases, looking at teachers’ knowledge and opinions in this regard. A questionnaire was administered to 574 teachers who taught in various stages of non-university education to determine their knowledge and opinions about different dimensions: conceptualization, legislation, intervention, and diagnosis. Results: The results suggested various ideas for improvement in pursuit of positive, real inclusion, such as the need to improve teachers’ knowledge and understanding of these students’ characteristics and potential, with widespread specific training being urgently needed. Conclusions: in summary, students’ rights to education without discrimination is a basic premise of an educational system, leading to the need for a complete educational response that allows each student to develop as a person.