Les modes de scolarisation des enfants à haut potentiel et leurs effets

Many modes of schooling of gifted children have been tested and each one has its partisans. These various modes of schooling are presented and the studies relating to their effects are reviewed. The results show that the effects do not depend on the mode of grouping of the children but depend on the modifications introduced into the content of teaching programs or the rhythm to which they are teached (compacting, accelerating, etc.). Children being both gifted and motivated to progress more quickly seem able to complete their courses in 1 or 2 years less, without apparent disadvantage. However, there are few longitudinal studies that indicate the long-term effects of these various modes of schooling.