Grado IV.- se define por la presencia de complicaciones crónicas como úlceras
1.14.5 HELICOBACTER PYLORI (Hp) y EB
Before conducting this investigation, I was aware that the potential of gifted children, despite existing policy initiatives, was not being nurtured by society. In my experience, these learners were often left to cope on their own. I became increasingly aware of this while teaching learners who seemed themselves totally unaware of their own abilities. This raised my concern even further and increased my interest in and passion for this field. In the course of my research, I became even more aware of and sensitive to the changes which needed to take place at grassroots level to meet the unique and specific needs of gifted learners in line with policy initiatives.
The more I gained insight into and understanding of these learners' lived experiences, the more I realized the valuable contribution they could make to society. I believed that these learners' voices needed to be heard and brought to the attention of all those who could play a significant part in realizing their full potential. Politically and educationally, South Africa has advanced beyond the former regime into a new democracy, where equality and equity are valued. It is important that we listen to the voices of gifted learners across all cultural groups and socio-economic contexts, despite their being a minority group in the education system. I agree with Shaklee (1997) that an education system which is ill-prepared to challenge its most capable learners may leave them unmotivated, frustrated and bored. Without adequate stimulation, they may present with behavioural challenges in class. Care should be taken to ensure that society does not lose out on their potential contributions (Oswald & De Villiers, 2013). As Strydom (1991) urged, if we as a nation are to survive future challenges, we need to nurture, explore and develop the hidden potential in these 'gifted treasures', together with that of the total school population. These learners could contribute to a new generation of highly professional, competent thinkers and problem-solvers. However, for this to happen, both they and their communities need to be supported in coming to terms with the demands of the twenty- first century (Van der Horst, 2000). Echoing Xolo (2007, p. 206), I want to conclude with the thought that "[i]t is not the gold in the mines, but the talents and the minds of our gifted youth which will make our country an effective participant in the global playing field."
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