The number of cultural disadvantaged gifted children is grown from year to year. Teachers' efforts and educational programs, which are ethnically discriminating, should be multicultural, multilinguistic and should also develop specific virtues and different types of giftedness of cultural disadvantaged gifted children. Educational programs should be "open into environment", they should include mentors, include expert opinions outside classes companies' financing, use of local skilled workers they should connect marginal creative talents with needs of prevailing culture, direct lower psychical processes (psichomotoric, sensorich) into a higher cognitiv and creative development. Educational programs should further resoult from priority fields of cultural disadvantaged gifted children (music, dance, formation). Educational programs should be compatible with teaching styles of cultural deprivated environments.
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