Double outstanding students as a challenge in Slovene in primary school

Paper

When teaching Slovene in the last triad, teachers also meet doubly exceptional students. At the same time, we often meet students who are recognized by teachers as doubly exceptional, but due to parental prejudices are not recognized as students with deficits in individual areas of learning or due to various deficits in the vast majority of teachers are not recognized as gifted students.
When teaching Slovene, teachers meet a diverse group of doubly exceptional children. Among them, individuals for whom the teaching of Slovene, whether reading or artistic or non-artistic texts, is the strongest area. It is necessary to enable such students in individual segments to develop their potential, with the help of different approaches and ways of working, and for the teacher to guide, encourage and monitor their progress. He also meets a group of students who are outstanding in some other field, e.g. mathematics and a foreign language, and in Slovene they need additional help and explanation from the teacher. This group of students also needs different ways of teaching and learning, and above all they need an individual approach. The third group are students who are recognized as gifted students with individual deficits, but are extremely unsuccessful in the school environment due to the influence of various factors. They are most often disciplinary disruptive, so it is necessary for the teacher to choose an individual approach when working with them.