Giftedness and high abilities have been broadly defined and this fact has led to many problems related to the detection and educational response given to gifted or highly able pupils due to the stereotyped social representations of the concepts. However, the main misconceptions might be changed with the aim of solving the mentioned problems. For this purpose, the aims of this study are to explore the main misconceptions of giftedness and to identify which among them seem to be most and least changeable. A questionnaire with the most extended myths and stereotypes about giftedness was applied in a sample of 824 participants. The items’ analyses were carried out by first studying item-test discrimination indices (test classical theory), and secondly, the a and b parameters of items (item response theory). The results show that there are items that would be easily changeable (9 items) and others less malleable (4 items). Therefore, it might be concluded that the social representation of giftedness would have peripheral elements that could be changed, while there would be less malleable central elements. Thus, different strategies to foster the change of the social representation of giftedness should be considered, which will have social and educational implications.

Background: There is an ongoing debate as to whether attention-deficit hyperactivity disorder (ADHD) in highly intelligent individuals has a similar presentation as in average intelligent individuals. The aim of this study was to examine the cognitive correlates of ADHD in highly intelligent children and adolescents with ADHD. Method: Two independent samples (N = 204 and N = 84) of (1) high intelligence quotient (IQ) (IQ ≥ 120) children and adolescents with ADHD were used, carefully matched on age, gender, ADHD severity, and IQ with (2) control participants with high intelligence, (3) participants with ADHD with an average intelligence (IQ 90–110), and (4) control participants with an average intelligence. These samples were selected from the Dutch node of the International Multicenter ADHD Genetics (NeuroIMAGE) and Tracking Adolescents’ Individual Lives Survey (TRAILS) cohorts, respectively, in which a large battery of cognitive tasks was administered. Linear mixed models were used to examine the main effects of ADHD and IQ and their interaction on cognitive performance. Results: ADHD-control group differences were not moderated by IQ; mostly equally large ADHD-control differences in cognitive performance were found for high versus average intelligent groups. The small moderating effects found mostly indicated somewhat milder cognitive problems in highly intelligent individuals with ADHD. Overall, highly intelligent children and adolescents with ADHD performed at the level of the average intelligent control children. Conclusions: Our findings indicate the cognitive profile of ADHD is similar in highly versus average intelligent individuals with ADHD, although ADHD-related cognitive deficits may be easily overlooked in the high intelligence population when compared to the typical (i.e., average intelligent) control group.

Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.

Background: Creativity is one of the most relevant aspects in students’ training. One of the purposes of the present work is to show the lack of differences between boys and girls in creativity; the other is the possibility of improving creativity among high-ability students who received specific training as part of their intra-curricular content in a total grouping program for gifted students. Method: The sample consisted of 42 students from first to third grade (13 females and 29 males) and 58 students from fourth to sixth grade (21 females and 37 males). Creativity was measured with the CREA test for younger students and with the PIC-N for older students. Training was carried out through an Integral Innovation and Creativity Program (PIIC). Results: The results showed no differences between genders, except in one of the graphic creativity scales (Details). There were improvements due to the training in all measures of narrative creativity and in the scale of elaboration of graphic creativity. Conclusions: The main conclusions are the importance of increasing creativity with specific programs and the need to improve interventions in graphic creativity.

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. In this study the behavior of two special education teachers who carry out their educational work in different contexts is evaluated. It reveals that teachers who were analyzed adapt their behavior depending on the context in which they carry out their educational work, providing the most appropriate response to the needs presented by students and showing good teaching practices.

The objective of this research was to determine the effect of grouping on the academic performance and creativity of 87 students from the Jalisco educational center for high abilities (CEPAC). Gains in academic performance and creativity due to grouping were hypothesized to be correlated with time spent at CEPAC. The Creative Imagination Test for Children (PIC-N) and for young people (PIC-J) were used, as well as the scores obtained in Spanish, mathematics and the general average at the entrance to the center at the end of the 2019 school year. The test was applied collectively to students when they joined the educational center, and after the end of the 2019 school year. In order to determine if there are improvements in academic scores after being included in CEPAC and to determine if there were changes in creativity, ANOVA split plot were carried out. To determine the relationship between school scores and creativity, Pearson correlations were performed. The results showed gains in academic performance and creativity when the permanence of students in the educational center is longer. It is concluded that grouping by ability produces gains in academic performance and in some components of creativity.