La detección e identificación del alumnado de altas capacidades como una base hacia una educación individualizada

Abstract

La identificación del alumnado con altas capacidades es un proceso clave para garantizar una educación adaptada a sus necesidades. Sin embargo, los métodos actuales presentan limitaciones en términos de equidad, eficacia y aplicación en contextos educativos diversos. Esta tesis analiza el estado de la identificación en Castilla y León y propone un modelo de cribado basado en habilidades, minimizando sesgos de género y lingüísticos para ofrecer un enfoque más inclusivo. El estudio emplea tres enfoques metodológicos complementarios. En primer lugar, se realiza una revisión sistemática de concepciones sobre altas capacidades, identificando diferentes modelos y paradigmas que influyen en los criterios de identificación. En segundo lugar, se lleva a cabo un análisis documental de 124 informes psicopedagógicos, examinando patrones en la evaluación y atención educativa de los estudiantes identificados. Finalmente, se desarrolla un estudio cuantitativo con una muestra de N = 164 estudiantes de entre 8 y 14 años, en el que se evalúan habilidades como funciones ejecutivas, liderazgo, perfeccionismo y sobreexcitabilidad. Los resultados muestran que no existen diferencias significativas entre el alumnado identificado y no identificado en las habilidades evaluadas, lo que sugiere que los métodos actuales pueden no ser completamente eficaces para la identificación del talento. Se concluye que es necesario desarrollar estrategias más precisas e inclusivas, basadas en el análisis de habilidades observables y en criterios adaptados a la diversidad del alumnado, con el fin de optimizar la detección de altas capacidades y garantizar una educación personalizada que favorezca el desarrollo integral de estos estudiantes.

The identification and promotion of talent in highly able students have gained increasing relevance due to the growing awareness of the need to individualize education and allow a holistic development of the students. However, the identification rate remains low, resulting in inadequate educational support. To address this issue, the present research analyzes the current situation regarding the detection and identification of this group and proposes an alternative screening model to improve identification rates. To this end, three complementary methodological approaches are employed. First, a systematic review of high abilities is conducted, analyzing 19 studies conceptualizing this phenomenon. Twenty conceptions and seven paradigms used to define high abilities are identified, revealing a great diversity of approaches. This diversity is considered a key factor in improving identification processes. Second, a documentary analysis of the regional screening program Detecta and the psychoeducational reports of identified students is conducted. Four specific documents from the Detecta program and 124 psychoeducational reports of highly able students are examined. The results indicate a positive trend in identification and the implementation of support measures, although these remain insufficient in both detection and educational provision. The findings highlight the need to improve the screening process by adapting it to students' characteristics and promoting greater individualization of educational measurements. Finally, a quantitative methodology based on questionnaires is used to explore skills commonly associated with highly able students that may be relevant for screening. Leadership, perfectionism, executive functions, and overexcitabilities are analyzed. The sample consists of N = 164 students aged 8 to 14, divided into four groups based on the variables identified/non-identified and male/female. The results show no significant differences in the assessed skills between identified and non-identified students, nor between genders. While these methods do not exhibit a clear predictive value for identification, the findings underscore the need to develop more inclusive and gender-neutral screening strategies. In conclusion, the importance of designing more effective strategies for the detection and identification of highly able students is emphasized. These methods should serve as a foundation for individualized educational adaptations that foster comprehensive personal, social, and academic development. Additionally, the need to train teachers in the field of high abilities is highlighted to optimize both the identification process and the implementation of appropriate educational measures.