There are two basic organisational approaches to training gifted students in the world: training gifted students in special departments or schools, where they are trained through special, tailor-made ...programmes, and training together with other students. In Europe, there are great differences in the definition of giftedness, the identification and perception of gifted students. Identifying gifted students and creating individualised programmes for gifted students is a major challenge for school policy, both in the field of legislation and in its implementation in education. This paper presents an action research that was carried out in two cycles at a selected primary school in order to analyse the current situation in the creation of individualised gifted student support curricula and the further work with gifted students. Furthermore, the application of a new participative curriculum for gifted students as an alternative to the existing national programme guidelines for working with gifted students in the Republic of Slovenia is presented. We note that educators face many difficulties (in discovering and adapting didactic strategies and curricular adaptations for gifted students) and highlight the benefits of a participatory programme for the active participation of gifted students in the learning process.
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