Systematic Literature Review: The Role of the Inclusive School Environment in Enhancing the Development of Gifted Children
DOI:
https://doi.org/10.70125/jetsar.v1i1y2024a5Keywords:
gifted child, school environment, equal access, inclusive education, developmentAbstract
Humans are created with significant differences from one another. These differences can be in the form of body shape, personality, interests and talents, to physical and spiritual health. Every child who has talent naturally has its own characteristics and tends to be different from others. A gifted child is a human being who is blessed by God for having abilities that are superior to normal children in general. Gifted and talented children refer to individuals who demonstrate exceptional above-average potential or aptitude in areas such as intellectual intelligence, creativity, art, leadership, or academic achievement. Gifted and talented are also fairly unique individuals, one of the uniqueness is in their social-emotional behaviour. The social-emotional behaviour ofgifted and talented children includes various aspects related to their social life and emotional state. Emotional intelligence is defined as self-awareness, impulse control, perseverance in the face of adversity, empathy, and social competence. Factors that can affect a person can be said to be a gifted child, namely genetic, biological and environmental factors. The purpose of this research is to find out how the role of the school environment which is an external factor to optimise gifted children so that they can adjust their abilities at school with other children. The method used in this research is literature study. The results of this study indicate that external factors, namely the school environment, are very helpful for the development of gifted children. Because inclusive schools can adjust well between gifted children and other normal children. This can help the social and emotional development of gifted children so that they can adapt to other children.
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