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RESUMEN El presente estudio analiza la regulacion nacional y regional sobre la educacion de los mas capaces Se concluye que la LOGSE (1990), que impulso la atencion a la diversidad, omitio toda referencia a estos alumnos, situacion que corregiria parcialmente en sus desarrollos normativos posteriores. Las Comunidades Autonomas han regulado el tema de forma desigual y se refleja en la diversidad de procesos de diagnostico y respuesta educativa existentes. En la educacion primaria se diagnostican 1,3 veces mas alumnos que en la secundaria obligatoria y seis veces mas que en bachillerato. Existen en similar proporcion en los centros publicos y privados-concertados siendo la media nacional de alumnos diagnosticados con alta capacidad del 0,08%, proporcion raquitica para los parametros habituales en el desarrollo del talento y la educacion excelente. Dos tercios de los identificados son varones, preponderancia que parece ligada a estereotipos de genero pues no se da entre los alumnos con rendimiento excelente en los estudios PISA (2006, 2009), ni en los alumnos con Premio Extraordinario de Bachillerato o Beca de Excelencia (Jimenez et al., 2006, 2010). ABSTRACT The study analyses the national and regional (Autonomous Communities, AC) regulations for the education of highly gifted students, and the impact on their identification and educative intervention. We conclude that the LOGSE (General Organic Regulation of the Education System in Spain, 1990), which prompted the attention to diversity, failed to mention these students, though this situation was partially modified in subsequent developments of the law. The AC have regulated this issue differently, which is seen in the diversity of processes of diagnosis used, and the types of attention given to the learning needs of these students, as well as in the proportion of identified students found within these programs. We come across that there is 1.3 times more students identified in primary schools programs than in secondary, and six times more than in high school. Proportions are similar both in public and state-subsidized schools. The national average for high ability students is 0.8%, a paltry proportion in the context of usual parameters on development of talent and excellent and equitable education for all students. Two thirds of the identified students are male, and this preponderance seems to be linked to gender stereotypes, because it is not found among students with excellent performance from PISA studies (2006, 2009) , nor among students with High School Awards or with Excellence scholarships (Jimenez et al., 2006, 2010).

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Los alumnos más capaces en España. Normativa e incidencia en el diagnóstico y la educación / The most capable students in Spain. Normative and incidence in diagnosis and education