The Use of the Renzulli-Hartmann Rating Scales (2010) with Italian Teachers. Preliminary Data from a Correlation Analysis

The assessment of Gifted students represents a new emergent area of study in Italy. Education and training programs start from a good evaluation of children’ potential and their learning characteristics (Tomlinson, 2012). The lack of appropriate identification procedures often does not allow teachers to understand the student’s needs of exploration and knowledge. Consequently, it usually happens that Gifted students underachieve (Neihart & Betts, 2010) and/or do not receive appropriate instructional and educational supports. In continuity with this need of useful instrument of observations for teachers, this study presents the results of part of a macro-study for the adaptation of the Renzulli-Hartmann Rating Scale (2010) in the Evaluation of Giftedness in Italian middle schools in south-eastern, north and centre Italy. Considering the different educational panorama in terms of inclusive practices of Italy and America the study will primarily present the inclusive historical pathway in the American and Italian school system. Successively, the contribute will present the analysis of the correlation between the learning subscale chosen from the Renzulli-Hartmann Rating Scale (2010) and the final marks of 140 students of second and third year of a middle school. These preliminary data will be helpful to understand if the instrument presents a strong concurrent validity and it is relevant to the Italian context.