Inventário Portage Operacionalizado: alternativa para a identificação de uma criança precoce em creche

Abstract

The empowerment of individuals whose abilities stand out among their peers is required by specialists in the field of Gifted Education and it is a right guaranteed in the Brazilian educational laws. However, there are few available instruments to identify the students in the schools. The right of those students extends to all levels of education, so children of nursery school age deserve to be identified in order to develop their potential. This research aimed to understand how a special education professional or classroom teacher can identify a precocious kindergarten student in the classroom, using the Inventário Portage Operacionalizado. Thus, the general aim of the research was to verify indicators of precociousness in students of nursery school age, using the Inventário Portage Operacionalizado. The study was Descriptive and Qualitative. A one year and five months child and her teacher took part in the study. The teacherresponded collaboratively to the researcher the Portage Guide to Pre-School Education as well as to an interview. The results were: i) the child scored beyond his age range: two to three years in Socialization, Language, Motor Development, and Self-Care; three to four years in Language and Self-Care; ii) the child showed precociousness, making the instrument effective for the indication; and iii) the participating teacher is a PHD, however, she was not trained in the subject of the research and she didn’t work with precocious students or gifted in her career.