Propuesta formativa para la intervención pedagógica de la superdotación y altas capacidades intelectuales

Introduction: In Peru there is no prevalence study or educational policies for the care of students with a high IQ. The objective of the study was to design a training proposal for pedagogical intervention for students with giftedness and high intellectual abilities. Methodology: The Propositive Descriptive Transsectional design guided the application of an instrument structured in five dimensions and 15 items quantitatively assessed through the Likert-type scale to a sample of 60 students from the last cycles of education majors. Statistical processing used descriptive statistics. Results: The results show a low level of mastery in the dimensions: Conceptualization (43.1%); Detection (47.6%); Available Resources (47.1%) and Educational Options (34.6%); meanwhile, in the Educational Needs dimension it was found at a medium level (52.2%). Discussion: The study confirms that educators lack adequate knowledge regarding intellectual giftedness that allows them to identify them and/or use differentiation strategies that increase the depth and complexity of learning. Conclusions: The training proposal considers a comprehensive design in five stages: Awareness Raising, Implementation for the intervention, Successful Proposals for attention to High Abilities, Evaluation and Feedback.