Déterminants psychosociaux de la surdouance et construction d’un type de personnalité : cas des enfants surdoués en situation inclusive

Abstract

Our research focuses on "the psychosocial determinants of overdrive and the construction of a personality type: the case of gifted children in inclusive situations". It is based on the principle of "guaranteeing every child a place in school, ensuring that this school is truly a" school for all "and that nothing prevents a child from attending school. positive: these are the ambitious and promising challenges posed by the project of an "inclusive school" (Salamanca Declaration, 1994), but it has been noted in these schools that children with special educational needs continue to suffer from the lack of a proper learning methodology and inadequate teacher training and they are bored. By focusing on the issue of overdrive in an inclusive context, we asked ourselves the following research question: do psychosocial factors induce the construction of a type of personality in the intellectually gifted child? As a tentative answer to this question, we have formulated the following general hypothesis: psychosocial factors induce the construction of a personality type in the intellectually gifted child. The operationalization of the general hypothesis gave rise to the following research hypotheses: HR1: Psychological factors induce the construction of a personality type in the intellectually gifted child. HR2: social factors induce the construction of a personality type in intellectually gifted children. To test these research hypotheses, after passing an IQ test to the participants, we administered in a test of the drawing of a man to the participants followed by a questionnaire. The analysis and interpretation of the results show that the educational system as it currently operates does not allow the gifted child to flourish. Consequently, they continue to experience the dyssynchrony between intellectual and emotional development and their disruptive effects in their relational life which results in either the construction of the narcissistic personality in sampled subjects. Some suggestions were made for educational policies, teachers and the family.