{"id":3928,"date":"2023-04-30T15:09:26","date_gmt":"2023-04-30T13:09:26","guid":{"rendered":"https:\/\/www.probud.cz\/blog\/?p=3928"},"modified":"2023-06-19T22:45:16","modified_gmt":"2023-06-19T20:45:16","slug":"nadane-dite-nadany-dospely-jak-je-poznat-a-jak-s-nimi-pracovat","status":"publish","type":"post","link":"https:\/\/www.probud.cz\/blog\/nadane-dite-nadany-dospely-jak-je-poznat-a-jak-s-nimi-pracovat\/","title":{"rendered":"Nadan\u00e9 d\u00edt\u011b, nadan\u00fd dosp\u011bl\u00fd \u2013 jak je poznat a jak s\u00a0nimi pracovat?"},"content":{"rendered":"\n

V tomto \u010dl\u00e1nku najdete souhrn sou\u010dasn\u00fdch poznatk\u016f o mimo\u0159\u00e1dn\u00e9m nad\u00e1n\u00ed a nositel\u00edch t\u00e9to \u201ediagn\u00f3zy\u201c, a to jak z hlediska teorie, tak \u2013 a to hlavn\u011b \u2013 z hlediska doporu\u010den\u00ed z praxe.<\/p>\n\n\n\n

<\/p>\n\n\n\n

Co je nad\u00e1n\u00ed<\/strong>?<\/h2>\n\n\n\n

Definic nad\u00e1n\u00ed m\u016f\u017eeme nal\u00e9zt mnoho a tato pojet\u00ed jsou mnohdy a\u017e protikladn\u00e1: nad\u00e1n\u00ed jako latentn\u00ed vs. manifestovan\u00e9, stabiln\u00ed vs. dynamick\u00e9, jednodimenzion\u00e1ln\u00ed vs. komplexn\u00ed, spole\u010densky hodnotn\u00e9 vs. nez\u00e1visl\u00e9 na hodnocen\u00ed ve spole\u010dnosti, vz\u00e1cn\u00e9 vs. b\u011b\u017en\u00e9 (Havigerov\u00e1, 2011).<\/p>\n\n\n\n

Podle mnoh\u00fdch definic lze nad\u00e1n\u00ed definovat jako nadpr\u016fm\u011brn\u00fd rozumov\u00fd potenci\u00e1l \u010dlov\u011bka, tedy jako vysokou inteligenci (nap\u0159. Cihelkov\u00e1, 2017), nad\u00e1n\u00ed v\u0161ak nelze ztoto\u017e\u0148ovat pouze s hodnotou inteligen\u010dn\u00edho kvocientu (Havigerov\u00e1, 2011). Dal\u0161\u00ed jednoslo\u017ekov\u00e9 modely nad\u00e1n\u00ed vymezuj\u00ed jako d\u00edl\u010d\u00ed slo\u017eky rozumov\u00fdch schopnost\u00ed (nap\u0159\u00edklad jazykov\u00e9 nebo matematick\u00e9 nad\u00e1n\u00ed) nebo ur\u010dit\u00fdch specifick\u00fdch schopnost\u00ed (nap\u0159\u00edklad sportovn\u00ed nebo hudebn\u00ed nad\u00e1n\u00ed), jak na sv\u00fdch str\u00e1nk\u00e1ch uv\u00e1d\u00ed nap\u0159\u00edklad N\u00e1rodn\u00ed \u00fastav pro vzd\u011bl\u00e1v\u00e1n\u00ed (N\u00daV, n.d.).<\/p>\n\n\n\n

Komplexn\u00ed modely poj\u00edmaj\u00ed nad\u00e1n\u00ed \u0161\u00ed\u0159eji \u2013 zahrnuj\u00ed do n\u011bj n\u011bkolik osobnostn\u00edch dimenz\u00ed. Roz\u0161\u00ed\u0159en\u00fd je Renzulliho t\u0159\u00edslo\u017ekov\u00fd model (nap\u0159. viz N\u00daV, \u0160\u00e1rka Porte\u0161ov\u00e1 na str\u00e1nk\u00e1ch nadanedeti.cz), kter\u00fd p\u0159edpokl\u00e1d\u00e1, \u017ee talent je pr\u016fm\u011btem nejen nadpr\u016fm\u011brn\u00e9 schopnosti (nadpr\u016fm\u011brn\u00fdch rozumov\u00fdch nebo jin\u00fdch, speci\u00e1ln\u00edch schopnost\u00ed), ale tak\u00e9 tvo\u0159ivosti a anga\u017eovanosti v \u00fakolu (vnit\u0159n\u00ed motivace). Jak jde vid\u011bt, zam\u011b\u0159en\u00ed na nad\u00e1n\u00ed nem\u00e1 zdaleka v\u00fdznam pouze u lid\u00ed nadpr\u016fm\u011brn\u011b inteligentn\u00edch.<\/p>\n\n\n\n

Z komplexn\u00edch model\u016f inteligence (tedy inteligence v \u0161ir\u0161\u00edm smyslu slova, ne\u017e je b\u011b\u017en\u011b zn\u00e1m\u00fd pod pojmem IQ), dle nich\u017e lze dob\u0159e posuzovat i nad\u00e1n\u00ed, stoj\u00ed jist\u011b za zm\u00ednku Sternbergova triarchick\u00e1 teorie kter\u00e1 rozli\u0161uje inteligenci na t\u0159i typy: analytickou, praktickou a kreativn\u00ed. Pr\u00e1v\u011b praktick\u00e1 inteligence obsahuje schopnost \u0159e\u0161it probl\u00e9my, verb\u00e1ln\u00ed schopnosti a soci\u00e1ln\u00ed kompetence, tedy procesy \u0159\u00edd\u00edc\u00ed inteligentn\u00ed chov\u00e1n\u00ed obvykle \u201epod \u00farovn\u00ed v\u011bdom\u00ed\u201c, kter\u00e9 jsou u nadan\u00fdch lid\u00ed v\u00fdrazn\u00e9 (Havigerov\u00e1, 2011). T\u011b\u017ei\u0161t\u011bm \u00fasp\u011b\u0161n\u00e9 inteligence je podle Sternberga schopnost vyu\u017e\u00edvat sv\u00e9 siln\u00e9 str\u00e1nky a kompenzovat nedostatky prost\u0159ednictv\u00edm p\u0159izp\u016fsobov\u00e1n\u00ed se, selekce (v\u00fdb\u011bru) a utv\u00e1\u0159en\u00ed prost\u0159ed\u00ed (Mudr\u00e1k, 2015).<\/p>\n\n\n\n

Dal\u0161\u00ed v\u00fdznamn\u00fd model nad\u00e1n\u00ed p\u0159in\u00e1\u0161\u00ed Gardner, kter\u00fd na z\u00e1klad\u011b sv\u00e9 klasifikace dev\u00edti typ\u016f inteligence stanovuje tak\u00e9 dev\u011bt typ\u016f nad\u00e1n\u00ed: logicko-matematick\u00e9, jazykov\u00e9 (lingvistick\u00e9, verb\u00e1ln\u00ed), prostorov\u00e9, t\u011blov\u011b-pohybov\u00e9 (kinestetick\u00e9), hudebn\u00ed, intraperson\u00e1ln\u00ed, interperson\u00e1ln\u00ed, p\u0159\u00edrodov\u011bdn\u00e9 a existenci\u00e1ln\u00ed (spiritu\u00e1ln\u00ed). Nad\u00e1n\u00ed m\u016f\u017ee b\u00fdt specializovan\u00e9 pouze pro jednu oblast, ale i kombinovan\u00e9, nebo dokonce v\u0161estrann\u00e9 (Havigerov\u00e1, 2011; Stehl\u00edkov\u00e1, 2018). Jak tedy vid\u00edme, ani inteligence neznamen\u00e1 pouze intelektov\u00fd potenci\u00e1l, ale i potenci\u00e1l v dal\u0161\u00edch schopnostech a dovednostech.<\/p>\n\n\n\n

V na\u0161em projektu <\/a>jsou d\u016fle\u017eit\u00e9 pr\u00e1v\u011b i tyto dal\u0161\u00ed v\u00fdznamy nad\u00e1n\u00ed jako\u017eto potenci\u00e1lu, kter\u00fd dok\u00e1\u017eeme v \u017e\u00e1c\u00edch zejm\u00e9na za vyu\u017eit\u00ed metody Tyg\u0159\u00ed sv\u011bt<\/a> rozv\u00edjet.<\/p>\n\n\n\n

\n
\n
\n
\"\"<\/a><\/figure>\n<\/div>\n\n\n\n
\n
\"\"<\/a><\/figure>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n

St\u00e1le se tak\u00e9 vede diskuze, zda na nad\u00e1n\u00ed nahl\u00ed\u017eet sp\u00ed\u0161e jako \u201enature\u201c schopnost, tedy zda se jedn\u00e1 o vrozen\u00fd osobnostn\u00ed rys, nebo o \u201enurture\u201c dovednost, kde hraje v rozvoji nad\u00e1n\u00ed hlavn\u00ed roli p\u0159\u00edprava a motivace (Mudr\u00e1k, 2015). V dne\u0161n\u00edm pojet\u00ed jsou oba pohledy kombinov\u00e1ny (Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

V sou\u010dasnosti psychologov\u00e9 zab\u00fdvaj\u00edc\u00ed se nadan\u00fdmi d\u011btmi i dosp\u011bl\u00fdmi nej\u010dast\u011bji nad\u00e1n\u00ed ur\u010duj\u00ed na z\u00e1klad\u011b vysok\u00e9 inteligence, kreativity a vysok\u00e9 citlivosti (Stehl\u00edkov\u00e1, 2018). Jak up\u0159es\u0148uje na str\u00e1nk\u00e1ch Nadan\u00e9 d\u011bti \u0160\u00e1rka Porte\u0161ov\u00e1, profil schopnost\u00ed ka\u017ed\u00e9ho potencion\u00e1ln\u011b nadan\u00e9ho d\u00edt\u011bte by m\u011bl zahrnovat zejm\u00e9na schopnost logick\u00e9ho uva\u017eov\u00e1n\u00ed, abstraktn\u00edho uva\u017eov\u00e1n\u00ed, zobec\u0148ov\u00e1n\u00ed, slovn\u00ed z\u00e1sobu, vyjad\u0159ov\u00e1n\u00ed, pam\u011b\u0165 (a\u0165 u\u017e prostorovou, zrakovou, tak i slovn\u00ed), d\u00e1le motoriku (zejm\u00e9na jemnou, ale i hrubou, tedy obratnost) a m\u011bl by porovnat v\u0161echny dosa\u017een\u00e9 v\u00fdsledky mezi sebou; hodnot\u00ed se tak\u00e9 tvo\u0159ivost, motivace, z\u00e1jmy a osobnost.<\/p>\n\n\n\n

Jak\u00e9 jsou typick\u00e9 znaky nadan\u00e9ho d\u00edt\u011bte<\/strong>?<\/h2>\n\n\n\n

N\u011bkter\u00e9 definice v souvislosti s nadan\u00fdmi d\u011btmi zach\u00e1zej\u00ed sp\u00ed\u0161e s pojmem \u201enad\u00e1n\u00ed\u201c, jin\u00e9 up\u0159ednost\u0148uj\u00ed pojem \u201etalent\u201c (Havigerov\u00e1, 2011). Tak\u00e9 pojm\u016f pro pops\u00e1n\u00ed \u201enadan\u00e9ho\u201c d\u00edt\u011bte je v\u00edcero \u2013 lze je tak\u00e9 naz\u00fdvat jako \u201ed\u011bti s vysok\u00fdm potenci\u00e1lem\u201c (z belgick\u00e9ho \u201ehaut potentiel\u201c; Stehl\u00edkov\u00e1, 2018) \u010di \u201elid\u00e9 s vysokou ment\u00e1ln\u00ed eficienc\u00ed\u201c (z francouzsk\u00e9ho \u201esurefficients mentaux\u201c; Stehl\u00edkov\u00e1, 2016), novin\u00e1\u0159i jim dokonce vym\u00fd\u0161lej\u00ed i p\u0159ezd\u00edvky, jako nap\u0159\u00edklad \u201ed\u011bti GT\u201c (z anglick\u00e9ho gifted and talented; Z\u00e1me\u010dn\u00edk, 2015).<\/p>\n\n\n\n

Nadan\u00e9 d\u011bti jsou velmi r\u016fznorodou skupinou, i tak maj\u00ed ale mno\u017estv\u00ed projev\u016f sd\u00edlen\u00fdch. Jedn\u00e1 se o vysokou inteligenci (nad 125 bod\u016f IQ) a specifick\u00e9 nad\u00e1n\u00ed \u010di nadpr\u016fm\u011brn\u00e9 schopnosti v ur\u010dit\u00fdch oblastech, jak ji\u017e bylo zmi\u0148ov\u00e1no v\u00fd\u0161e, ale i o odli\u0161n\u00e9 fungov\u00e1n\u00ed mozku (jak po str\u00e1nce fyziologick\u00e9, tak emocion\u00e1ln\u00ed a intelektov\u00e9), odli\u0161n\u00e9 fungov\u00e1n\u00ed my\u0161len\u00ed, vn\u00edm\u00e1n\u00ed, chov\u00e1n\u00ed a pro\u017e\u00edv\u00e1n\u00ed, ur\u010dit\u00e9 rysy osobnosti (zejm\u00e9na citlivost). Mimo\u0159\u00e1dn\u011b nadan\u00e9 d\u011bti jsou du\u0161evn\u011b vysp\u011bl\u00e9, vn\u00edmav\u00e9 \u010di p\u0159em\u00fd\u0161liv\u00e9, otev\u0159en\u00e9, autonomn\u00ed, citliv\u00e9, miluj\u00ed svobodu a nesn\u00e1\u0161ej\u00ed nerovnost a nespravedlnost, l\u017ei, p\u0159etv\u00e1\u0159ku, n\u00e1sil\u00ed a manipulaci. Jak je vid\u011bt ji\u017e z tohoto stru\u010dn\u00e9ho popisu, ne v\u0161ichni lid\u00e9 s IQ nad 130 nadan\u00ed jedinci \u2013 zejm\u00e9na pokud chyb\u00ed pr\u00e1v\u011b citlivost, odli\u0161n\u00fd zp\u016fsob fungov\u00e1n\u00ed jejich my\u0161len\u00ed a psychick\u00fdch funkc\u00ed (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

D\u011bti s vysok\u00fdm potenci\u00e1lem jsou velice citliv\u00e9<\/strong>. Takzvan\u00e1 hyperstimulace \u010di overexcitabilita se u nich projevuje snad ve v\u0161ech \u00farovn\u00edch. V jejich \u017eivot\u011b je v\u00fdrazn\u00e1 hypersenzitivita<\/strong> (emo\u010dn\u00ed p\u0159ecitliv\u011blost), kter\u00e1 se projevuje pro\u017e\u00edv\u00e1n\u00edm emoc\u00ed na \u0161ir\u0161\u00ed \u0161k\u00e1le a do v\u011bt\u0161\u00ed hloubky ne\u017e u ostatn\u00edch lid\u00ed. S emo\u010dn\u00ed p\u0159ecitliv\u011blost\u00ed souvis\u00ed i empatie, loajalita nebo vy\u0161\u0161\u00ed schopnost introspekce, ale tak\u00e9 p\u0159\u00edli\u0161n\u00e1 kriti\u010dnost k sob\u011b. Tak\u00e9 jejich citov\u00e9 vztahy b\u00fdvaj\u00ed daleko siln\u011bj\u0161\u00ed. Intelektu\u00e1ln\u00ed hyperstimulace<\/strong> se projevuje zv\u00eddavost\u00ed, la\u010dnost\u00ed po znalosti pravdy a pochopen\u00ed \u0161irok\u00fdch souvislost\u00ed, ale i rozmanitost\u00ed z\u00e1jm\u016f. Je to podpo\u0159eno tak\u00e9 skv\u011blou kr\u00e1tkodobou i dlouhodobou pam\u011bt\u00ed<\/strong> a pozornost\u00ed<\/strong>, ov\u0161em jen pokud je dan\u00e1 \u010dinnost pro d\u00edt\u011b zaj\u00edmav\u00e1. Maj\u00ed tak\u00e9 vysokou p\u0159edstavivost<\/strong>, nadpr\u016fm\u011brnou schopnost fantazie v r\u016fzn\u00fdch oblastech, n\u00e1paditost, bohat\u00e9 sny i denn\u00ed sn\u011bn\u00ed, \u010dasto m\u00edvaj\u00ed imagin\u00e1rn\u00edho kamar\u00e1da. Hyperestezii<\/strong>, tedy zv\u00fd\u0161enou citlivost na senzorick\u00e9 podn\u011bty zaji\u0161\u0165uje v\u00fdjime\u010dn\u00e1 ostrost a pronikavost smysl\u016f, kter\u00e1 se snadno pozn\u00e1 nap\u0159\u00edklad v l\u00e1sce ke kr\u00e1se, v gurm\u00e1nstv\u00ed, ale tak\u00e9 ve \u0161patn\u00e9m sn\u00e1\u0161en\u00ed del\u0161\u00edho vystaven\u00ed hluku\/pachu\/sv\u011btlu\/doteku. U n\u011bkter\u00fdch nadan\u00fdch jedinc\u016f se vyskytuje tak\u00e9 synestezie, souzn\u011bn\u00ed smysl\u016f. Psychomotorick\u00e1 hyperstimulace<\/strong> se zrcadl\u00ed do velk\u00e9ho mno\u017estv\u00ed energie, tendence k neust\u00e1l\u00e9 \u010dinnosti a pohybu, u n\u011bkter\u00fdch nadan\u00fdch se projevuje i jako t\u011blesn\u00fd neklid a men\u0161\u00ed pot\u0159eba sp\u00e1nku (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

Tyto d\u011bti jsou velice zv\u00eddav\u00e9, ji\u017e v ran\u00e9m d\u011btstv\u00ed maj\u00ed zna\u010dnou touhu pozn\u00e1vat a objevovat<\/strong>, kladou mnoho ot\u00e1zek. Krom\u011b toho maj\u00ed velmi rychl\u00e9 my\u0161len\u00ed a tak\u00e9 proz\u00edravost<\/strong>, d\u00edky n\u00ed\u017e jsou schopni rychle a do hloubky analyzovat situace. Vyhled\u00e1vaj\u00ed logiku, p\u0159esnost, up\u0159ednost\u0148uj\u00ed selsk\u00fd rozum oproti v\u00ed\u0159e v obecn\u011b p\u0159ij\u00edman\u00e1 fakta. Maj\u00ed hlubok\u00fd pohled na sv\u011bt<\/strong>, p\u0159em\u00fd\u0161l\u00ed v souvislostech, exceluj\u00ed v abstraktn\u00edm my\u0161len\u00ed, ji\u017e velmi brzy dok\u00e1\u017e\u00ed mluvit o principech, souvislostech a podstat\u011b v\u011bc\u00ed (Stehl\u00edkov\u00e1, 2018; \u0160\u00e1rka Porte\u0161ov\u00e1, 2015).<\/p>\n\n\n\n

V\u00fdborn\u00e1 schopnost analyzovat se p\u0159en\u00e1\u0161\u00ed i do vztahu k sob\u011b sam\u00fdm \u2013 nadan\u00e9 d\u011bti \u010dasto hledaj\u00ed sami sebe a sv\u00e9 m\u00edsto ve sv\u011bt\u011b, jsou schopni kvalitn\u00ed sebereflexe<\/strong>. \u010casto je v\u0161ak tato dovednost doprov\u00e1zena perfekcionismem<\/strong> a vysokou n\u00e1ro\u010dnost\u00ed na sebe sama, co\u017e vede k v\u011b\u010dn\u00e9 nespokojenosti, n\u00edzk\u00e9mu sebev\u011bdom\u00ed<\/strong>, ale tak\u00e9 \u00fazkostlivosti<\/strong>, kterou podporuje i neust\u00e1l\u00e9 hled\u00e1n\u00ed rovnov\u00e1hy mezi ohromnou rychlost\u00ed vlastn\u00edho my\u0161len\u00ed a o mnoho pomalej\u0161\u00edm tempem \u017eivota venku (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018). \u010casto tedy rozhodn\u011b nejsou nej\u00fasp\u011b\u0161n\u011bj\u0161\u00ed (\u0160ance d\u011btem, 2015), vyh\u00fdbaj\u00ed se rizik\u016fm (Porte\u0161ov\u00e1, n.d.). Na z\u00e1klad\u011b sv\u00fdch hlubok\u00fdch anal\u00fdz mohou \u010dasto tak\u00e9 doch\u00e1zet k p\u0159em\u00fd\u0161len\u00ed o kr\u00e1tkosti lidsk\u00e9ho \u017eivota a nesmyslnosti \u010dehokoli v n\u011bm. Zab\u00fdv\u00e1n\u00ed se existenci\u00e1ln\u00edmi ot\u00e1zkami<\/strong> je u nadan\u00fdch lid\u00ed b\u011b\u017en\u00e9, sv\u011bt je zvl\u00e1\u0161tn\u00edm m\u00edstem, kde se c\u00edt\u00ed b\u00fdt ciz\u00ed (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018). Bohu\u017eel i existenci\u00e1ln\u00ed deprese, pocity viny a sebevra\u017eedn\u00e9 sklony nejsou u nadan\u00fdch lid\u00ed ojedin\u011bl\u00e9 (Porte\u0161ov\u00e1, n.d.).<\/p>\n\n\n\n

Nadan\u00e9 d\u011bti jsou tak\u00e9 zna\u010dn\u011b samostatn\u00e9 a cht\u011bj\u00ed se neust\u00e1le samy rozv\u00edjet. Nedostatek autonomie<\/strong> je velmi frustruje, \u0161patn\u011b sn\u00e1\u0161\u00ed n\u00e1tlak a manipulaci. Maj\u00ed velkou touhu v\u0161e kontrolovat<\/strong> a \u0159\u00eddit, n\u011bkdy maj\u00ed a\u017e snahu vnucovat ostatn\u00edm sv\u00e1 \u201epravidla\u201c. \u010casto se u t\u011bchto d\u011bt\u00ed setk\u00e1v\u00e1me s pocitem zodpov\u011bdnosti<\/strong> \u201eza b\u011bh sv\u011bta\u201c, pocitem pot\u0159eby pomoci, podpo\u0159it \u010di poradit ostatn\u00edm. Tyto pot\u0159eby se jev\u00ed jako p\u0159irozen\u00e1 kompenzace pr\u00e1v\u011b p\u0159ecitliv\u011blosti v mnoh\u00fdch oblastech, ale i \u00fazkostlivosti \u010di proz\u00edravosti, pochybov\u00e1n\u00ed o sob\u011b i o sv\u011bt\u011b, jeho\u017e neust\u00e1l\u00e9 prom\u011b\u0148ov\u00e1n\u00ed vn\u00edmaj\u00ed (Porte\u0161ov\u00e1, n.d.; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

Maj\u00ed velk\u00fd smysl pro spravedlnost<\/strong> a zast\u00e1vaj\u00ed se t\u011bch, s kter\u00fdmi se jedn\u00e1 nespravedliv\u011b. \u010casto jsou to idealist\u00e9<\/strong>, hledaj\u00ed sp\u00ed\u0161e to, co by m\u011blo b\u00fdt, ne\u017e to, co je. To jim p\u0159in\u00e1\u0161\u00ed kolikr\u00e1t probl\u00e9my s autoritami, kter\u00e9 se nechovaj\u00ed podle jejich p\u0159edstav. Tak\u00e9 jim \u010dasto chyb\u00ed schopnost my\u0161len\u00ed, kter\u00e9 kalkuluje v jejich prosp\u011bch, neum\u00ed se pak prosadit a celkov\u011b spole\u010dnost nech\u00e1pou. Tuto diskr\u00e9tnost<\/strong> je\u0161t\u011b dopl\u0148uje to, \u017ee maj\u00ed odli\u0161n\u00e9 z\u00e1jmy od vrstevn\u00edk\u016f, a rozum\u00ed si tak sp\u00ed\u0161e s dosp\u011bl\u00fdmi. V kolektivu vrstevn\u00edk\u016f pak mohou trp\u011bt nepochopen\u00edm, odsuzov\u00e1n\u00edm a soci\u00e1ln\u00ed izolovanost\u00ed, \u010dasto se mus\u00ed konfrontovat tak\u00e9 se z\u00e1vist\u00ed, nep\u0159ej\u00edcnost\u00ed a agresivitou. Snaha p\u0159ibl\u00ed\u017eit se vrstevn\u00edk\u016fm, b\u00fdt jako ostatn\u00ed, se \u010dasto prom\u00edtne do omezen\u00ed intuice, kter\u00e1 je u nadan\u00fdch lid\u00ed v\u00fdrazn\u00e1 a kdy\u017e se nepotla\u010d\u00ed, m\u016f\u017ee slou\u017eit jako u\u017eite\u010dn\u00fd \u201evnit\u0159n\u00ed kompas\u201c (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

Mimo v\u00fd\u0161e zm\u00edn\u011bnou soci\u00e1ln\u00ed dyssynchronii<\/strong> (zd\u00e1nlivou asoci\u00e1lnost) se u nadan\u00fdch lid\u00ed setk\u00e1v\u00e1me s mno\u017estv\u00edm dal\u0161\u00edch slo\u017eek osobnosti, v nich\u017e se asynchronn\u00ed v\u00fdvoj projevuje. Nej\u010dast\u011bji se jedn\u00e1 o propast mezi intelektu\u00e1ln\u00edm a psychomotorick\u00fdm v\u00fdvojem, kter\u00e1 nap\u0159\u00edklad vede k probl\u00e9m\u016fm s psan\u00edm, ale i t\u0159eba k ne\u0161ikovnosti, a pak o dyssynchronii v emocion\u00e1ln\u00ed oblasti, kde hypersenzitivita vyvol\u00e1v\u00e1 zna\u010dnou \u00fazkost, kterou d\u00edt\u011b nezvl\u00e1d\u00e1 efektivn\u011b zpracov\u00e1vat a m\u00edsto toho ji intelektualizuje, nebo kter\u00e1 m\u016f\u017ee v\u00e9st a\u017e k neurotick\u00fdm rys\u016fm osobnosti. Dyssynchronie v\u0161ak ve v\u00fdvoji d\u00edt\u011bte v\u016fbec nemus\u00ed nastat, pokud je nad\u00e1n\u00ed odhaleno v\u010das a osobnost je rozv\u00edjena vyv\u00e1\u017een\u011b (Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

U mnoh\u00fdch charakteristik typick\u00fdch pro nadan\u00e9 d\u011bti (i dosp\u011bl\u00e9) lze jen t\u011b\u017eko hodnotit, zda jsou pozitivn\u00ed, nebo negativn\u00ed, stejn\u011b tak pocity samotn\u00fdch nadan\u00fdch v r\u00e1mci t\u011bchto rys\u016f, n\u011bkdy jsou za n\u011b \u0161\u0165astn\u00ed a jindy ne\u0161\u0165astn\u00ed \u2013 z\u00e1le\u017e\u00ed na kontextu (Stehl\u00edkov\u00e1, 2018; \u0160\u00e1rka Porte\u0161ov\u00e1, 2015). Pot\u0159eby, za kter\u00e9 mohou b\u00fdt nadan\u00e9 d\u011bti hodnoceny (zejm\u00e9na ve \u0161kole) jako probl\u00e9mov\u00e9, jsou zejm\u00e9na pot\u0159eba vhledu, pot\u0159eba v\u0161emu porozum\u011bt, pot\u0159eba ment\u00e1ln\u00ed stimulace, perfekcionismus, pot\u0159eba p\u0159esnosti a logiky; tedy schopnost zd\u016fvod\u0148ovat, intelektov\u00e1 zv\u00eddavost, schopnost rychle se u\u010dit, schopnost abstrakce, komplexn\u00ed my\u0161lenkov\u00e9 procesy (Porte\u0161ov\u00e1, n.d.).<\/p>\n\n\n\n

Podle toho, jak brzy je nad\u00e1n\u00ed odhaleno, a jak je s n\u00edm pracov\u00e1no, ale i na z\u00e1klad\u011b dal\u0161\u00edch podm\u00ednek v\u00fdvoje, nadan\u00e9 d\u011bti mohou pro\u017e\u00edvat r\u016fzn\u011b spokojen\u00fd a autentick\u00fd \u017eivot. Podle Bettse a Neihartov\u00e9 (1988; in Stehl\u00edkov\u00e1, 2016; Porte\u0161ov\u00e1, n.d.) existuje \u0161est z\u00e1kladn\u00edch typ\u016f nadan\u00fdch d\u011bt\u00ed:<\/p>\n\n\n\n

    \n
  1. \u00dasp\u011b\u0161n\u00e9 nadan\u00e9 d\u011bti: U\u010ditel je spr\u00e1vn\u011b identifikuje. Velmi dob\u0159e se u\u010d\u00ed, maj\u00ed sam\u00e9 jedni\u010dky, dovedou jednat s dosp\u011bl\u00fdmi, jsou poslu\u0161n\u00e9 a nemaj\u00ed \u017e\u00e1dn\u00e9 probl\u00e9my chov\u00e1n\u00ed.<\/li>\n\n\n\n
  2. Provokat\u00e9r, Kreativn\u00ed rebel, Vysoce tvo\u0159iv\u00e9 nadan\u00e9 d\u011bti: St\u00e1le experimentuj\u00ed, vym\u00fd\u0161l\u00ed n\u011bco nov\u00e9ho. Je pro n\u011b obt\u00ed\u017en\u00e9 p\u0159izp\u016fsobit se pevn\u00e9mu \u0161koln\u00edmu syst\u00e9mu. Opravuj\u00ed dosp\u011bl\u00e9, cht\u011bj\u00ed m\u011bnit pravidla, \u0161patn\u011b se ovl\u00e1daj\u00ed, chov\u00e1n\u00ed b\u00fdv\u00e1 velmi konfliktn\u00ed.<\/li>\n\n\n\n
  3. Diskr\u00e9tn\u00ed nadan\u00e9 d\u011bti, Nadan\u00e9 d\u011bti maskuj\u00edc\u00ed sv\u00e9 schopnosti: Obvykle schov\u00e1vaj\u00ed sv\u00e9 skute\u010dn\u00e9, \u010dasto nadpr\u016fm\u011brn\u00e9 schopnosti jen proto, aby byly p\u0159ijaty ostatn\u00edmi spolu\u017e\u00e1ky. M\u00edvaj\u00ed velmi n\u00edzk\u00e9 sebev\u011bdom\u00ed i sebehodnocen\u00ed a \u010dasto jsou velmi frustrov\u00e1ny. \u010casto se t\u00fdk\u00e1 nadan\u00fdch d\u00edvek, zejm\u00e9na na po\u010d\u00e1tku st\u0159edn\u00ed \u0161koly.<\/li>\n\n\n\n
  4. Defenzivn\u00ed odpadl\u00edci, \u201eZtroskotal\u00e9, odpadl\u00e9\u201c nadan\u00e9 d\u011bti: Stoj\u00ed \u010dasto v opozici proti v\u0161em a v\u0161emu. Protestuj\u00ed proti dosp\u011bl\u00fdm, kamar\u00e1d\u016fm, proti cel\u00e9 spole\u010dnosti. Jsou st\u00e1le nespokojen\u00e9 a d\u00e1vaj\u00ed to najevo. Maj\u00ed sn\u00ed\u017een\u00e9 sebev\u011bdom\u00ed a z\u00e1rove\u0148 pocit, \u017ee jim nikdo nerozum\u00ed. Bu\u010f vyru\u0161uj\u00ed, nebo zcela rezignovaly, ztratily motivaci, odm\u00edtaj\u00ed jakoukoliv \u0161koln\u00ed \u010dinnost. Nepln\u00ed \u0161koln\u00ed \u00fakoly a nep\u0159ipravuj\u00ed se. \u0160koln\u00ed v\u00fdkony b\u00fdvaj\u00ed velmi nevyrovnan\u00e9, hodnocen\u00ed pr\u016fm\u011brn\u00e9 a\u017e podpr\u016fm\u011brn\u00e9.<\/li>\n\n\n\n
  5. Nadan\u00e9 d\u011bti s dvoj\u00ed v\u00fdjime\u010dnost\u00ed, Nadan\u00e9 d\u011bti s ur\u010ditou v\u00fdvojovou poruchou: B\u00fdvaj\u00ed velmi nadan\u00e9, ale jejich \u0161koln\u00ed v\u00fdsledky tomu zdaleka neodpov\u00eddaj\u00ed. Jejich \u0161koln\u00ed zad\u00e1n\u00ed b\u00fdvaj\u00ed \u010dasto nedokon\u010dena, nejsou schopny pracovat pod \u010dasov\u00fdm tlakem a boj\u00ed se jak\u00e9hokoliv selh\u00e1n\u00ed. V\u011bt\u0161inou jsou hodnoceny jako \u017e\u00e1ci s pr\u016fm\u011brn\u00fdmi schopnostmi.<\/li>\n\n\n\n
  6. Autonomn\u00ed nadan\u00e9 d\u011bti: B\u00fdvaj\u00ed velmi nez\u00e1visl\u00e9, vysta\u010d\u00ed si samy se sebou. Jsou schopny riskovat, maj\u00ed velmi pozitivn\u00ed sebehodnocen\u00ed a vyu\u017e\u00edvaj\u00ed \u0161koln\u00ed vzd\u011bl\u00e1vac\u00ed syst\u00e9m tak, aby z n\u011bj sami m\u011bli co nejv\u00edc u\u017eitku.<\/li>\n<\/ol>\n\n\n\n

    Nad\u00e1n\u00ed z hlediska neurov\u011bd<\/strong><\/h2>\n\n\n\n

    Jak bylo zm\u00edn\u011bno ji\u017e v p\u0159edchoz\u00edm textu, nadan\u00ed se od b\u011b\u017en\u00e9 populace li\u0161\u00ed i zp\u016fsobem fungov\u00e1n\u00ed mozku. Nadan\u00ed maj\u00ed velkou schopnost mozkov\u00e9 plasticity, jejich mozek nav\u00edc dozr\u00e1v\u00e1 o p\u0159ibli\u017en\u011b 5 let pozd\u011bji ne\u017e u jin\u00fdch d\u011bt\u00ed (m\u00edsto b\u011b\u017en\u00fdch 7\u20138 a\u017e ve 12\u201313 letech), \u010d\u00edm\u017e z\u016fstane po procesu pruningu v\u00edce synaps\u00ed, tedy v\u00edce cest pro informace. Pozd\u011bj\u0161\u00ed ukon\u010den\u00ed mozkov\u00e9ho v\u00fdvoje vede tak\u00e9 k v\u00fdrazn\u011bj\u0161\u00ed myelinizaci, d\u00edky n\u00ed\u017e mozek nadan\u00fdch pracuje rychleji (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

    Vysok\u00e1 ment\u00e1ln\u00ed v\u00fdkonnost je d\u00e1na permanentn\u00edm stavem zv\u00fd\u0161en\u00e9 aktivace mozku u lid\u00ed s vysokou ment\u00e1ln\u00ed eficienc\u00ed. U lid\u00ed s vy\u0161\u0161\u00ed inteligenc\u00ed je tak\u00e9 zna\u010dn\u00e1 neuroefektivita \u2013 aktivuje se m\u00e9n\u011b oblast\u00ed mozku, zato v\u0161ak pracuj\u00ed efektivn\u011bji. V mozku nadan\u00fdch jedinc\u016f se tak\u00e9 informace \u0161\u00ed\u0159\u00ed velmi rychle a paraleln\u011b do r\u016fzn\u00fdch oblast\u00ed, \u010d\u00edm\u017e vznik\u00e1 typick\u00e9 divergentn\u00ed my\u0161len\u00ed, schopnost synt\u00e9zy a nadhledu, holistick\u00fd p\u0159\u00edstup, p\u0159esn\u011bj\u0161\u00ed intuice nebo bohat\u0161\u00ed fantazie. Dal\u0161\u00ed, v \u010dem se nap\u0159\u00edklad mozek nadan\u00fdch li\u0161\u00ed, je koncentrace zrcadlov\u00fdch neuron\u016f, kter\u00e1 je pr\u00e1v\u011b u nadan\u00fdch osob v\u00fdrazn\u011b vy\u0161\u0161\u00ed, a d\u00edky tomu jsou tak empati\u010dt\u00ed (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

    Genderov\u00e9 rozd\u00edly v nad\u00e1n\u00ed<\/strong><\/h2>\n\n\n\n

    Genderov\u00e9 rozd\u00edly nach\u00e1z\u00edme u\u017e u p\u0159ed\u0161kol\u00e1k\u016f \u2013 d\u011bv\u010data m\u00edvaj\u00ed \u010dasto numerick\u00e9 a verb\u00e1ln\u00ed schopnosti, chlapci zase velmi rozvinut\u00e9 verb\u00e1ln\u00ed schopnosti a praktickou inteligenci (\u0160ance d\u011btem, 2015). Mu\u017ei a \u017eeny maj\u00ed dispozice k nad\u00e1n\u00ed v odli\u0161n\u00fdch oblastech (v\u00fdjimky v\u0161ak potvrzuj\u00ed pravidlo), pou\u017e\u00edvaj\u00ed stejn\u011b \u00fasp\u011b\u0161n\u011b r\u016fzn\u00e9 strategie. Rozd\u00edly mezi typem nad\u00e1n\u00ed u mu\u017e\u016f a \u017een jsou d\u00e1ny nap\u0159\u00edklad t\u00edm, \u017ee mu\u017ei obvykle vyu\u017e\u00edvaj\u00ed jen malou \u010d\u00e1st mozku a jen jednu hemisf\u00e9ru, zat\u00edmco \u017eeny typicky pou\u017e\u00edvaj\u00ed v\u00edce \u010d\u00e1st\u00ed mozku a vyu\u017e\u00edvaj\u00ed ob\u011b mozkov\u00e9 polokoule sou\u010dasn\u011b. Mu\u017ei pou\u017e\u00edvaj\u00ed jazyk pro p\u0159enos fakt\u016f, \u017eeny s c\u00edlem \u0159\u00eddit vztahy. Mu\u017ei p\u0159em\u00fd\u0161lej\u00ed potichu, \u017eeny nahlas. Chlapci sly\u0161\u00ed h\u016f\u0159 ne\u017e d\u00edvky, hendikepovat je mohou tak\u00e9 \u010dasov\u011b ohrani\u010den\u00e9 \u00fakoly nebo slovn\u00ed zad\u00e1n\u00ed \u00faloh (Havigerov\u00e1, 2011).<\/p>\n\n\n\n

    N\u011bkter\u00e9 genderov\u00e9 rozd\u00edly vznikaj\u00ed tak\u00e9 stereotypy, kter\u00fdmi jsou ohro\u017eeny zejm\u00e9na d\u00edvky. Nadan\u00e9 d\u00edvky zauj\u00edmaj\u00ed \u010dasto ve skupinov\u00e9 hierarchii ni\u017e\u0161\u00ed pozice, zat\u00edmco nadan\u00ed chlapci vy\u0161\u0161\u00ed pozice (Havigerov\u00e1, 2011). U mu\u017e\u016f je nad\u00e1n\u00ed oce\u0148ov\u00e1no, zat\u00edmco u \u017een to nen\u00ed to hlavn\u00ed, co bychom cht\u011bli ocenit, sp\u00ed\u0161e naopak (Stehl\u00edkov\u00e1, 2016). Podle n\u011bkter\u00fdch badatel\u016f dokonce akademick\u00e1 a pracovn\u00ed kari\u00e9ra m\u016f\u017ee b\u00fdt pro nadanou mladou \u017eenu negativn\u00ed a bolestnou zku\u0161enost\u00ed (Porte\u0161ov\u00e1, n.d.).<\/p>\n\n\n\n

    Nad\u00e1n\u00ed se \u010dast\u011bji rozpozn\u00e1 u chlapc\u016f ne\u017e u d\u00edvek \u2013 d\u00edvky toti\u017e nevykazuj\u00ed tolik zn\u00e1mek problematick\u00e9ho chov\u00e1n\u00ed vedouc\u00edho k n\u00e1v\u0161t\u011bv\u011b psychologa, kter\u00fd by v r\u00e1mci komplexn\u011bj\u0161\u00ed diagnostiky mimo\u0159\u00e1dn\u00e9 nad\u00e1n\u00ed identifikoval (Stehl\u00edkov\u00e1, 2016).<\/p>\n\n\n\n

    Diferenciace od jin\u00fdch diagn\u00f3z<\/strong><\/h2>\n\n\n\n

    Na d\u00edt\u011b s mimo\u0159\u00e1dn\u00fdm nad\u00e1n\u00edm m\u016f\u017ee n\u011bkdy uk\u00e1zat to, \u017ee naopak vypad\u00e1 hloup\u00e9. \u010casto jsou to pr\u00e1v\u011b dys-poruchy nebo probl\u00e9my s chov\u00e1n\u00edm, kter\u00e9 rodi\u010de s d\u00edt\u011btem p\u0159ivedou do poradny (Bo\u0159\u00edkov\u00e1, 2017; Z\u00e1me\u010dn\u00edk, 2017).<\/p>\n\n\n\n

    Nad\u00e1n\u00ed se \u010dasto poj\u00ed s ur\u010dit\u00fdm handicapem, d\u011bti jsou tzv. dvakr\u00e1t v\u00fdjime\u010dn\u00e9. Spolu s nad\u00e1n\u00edm se mohou vyskytovat specifick\u00e9 poruchy u\u010den\u00ed (a\u017e \u00bc nadan\u00fdch d\u011bt\u00ed trp\u00ed dyspraxi\u00ed nebo dyslexi\u00ed), ADHD (zhruba 10 % nadan\u00fdch m\u00e1 poruchu pozornosti), autismus, Asperger\u016fv syndrom, emo\u010dn\u00ed poruchy, probl\u00e9my v soci\u00e1ln\u00ed oblasti, poruchy chov\u00e1n\u00ed, osobnostn\u00ed zvl\u00e1\u0161tnosti, zdravotn\u00ed, smyslov\u00e9 \u010di t\u011blesn\u00e9 vady, smyslov\u00e9 poruchy apod. (nap\u0159. Pe\u0161ov\u00e1 & \u0160amal\u00edk, 2006; \u0160\u00e1rka Porte\u0161ov\u00e1, 2015). Neodhalen\u00e9 nad\u00e1n\u00ed a probl\u00e9my, kter\u00e9 se s n\u00edm poj\u00ed, b\u00fdvaj\u00ed n\u011bkdy tak\u00e9 myln\u011b diagnostikov\u00e1ny jako anorexie, \u00fazkostn\u00e9 stavy, fobie, nebo dokonce hrani\u010dn\u00ed porucha osobnosti (Stehl\u00edkov\u00e1, 2016).<\/p>\n\n\n\n

    Pokud je nad\u00e1n\u00ed p\u0159\u00edtomno z\u00e1rove\u0148 s handicapem, mohou nastat tyto varianty: nad\u00e1n\u00ed p\u0159eva\u017euje nad handicapem, a pak je jedinec vyhodnocen jako nadan\u00fd, ale l\u00edn\u00fd; kdy\u017e handicap p\u0159eva\u017euje nad nad\u00e1n\u00edm, pak je s d\u00edt\u011btem zach\u00e1zeno jako s b\u011b\u017en\u00fdm d\u00edt\u011btem s handicapem; pokud je m\u00edra nad\u00e1n\u00ed stejn\u00e1 s m\u00edrou handicap\u016f, pak se \u010dasto navz\u00e1jem maskuj\u00ed (\u0160\u00e1rka Porte\u0161ov\u00e1, 2015).<\/p>\n\n\n\n

    V\u00fdvoj nadan\u00e9ho jedince<\/strong><\/h2>\n\n\n\n

    Nadan\u00fdm se \u010dlov\u011bk nest\u00e1v\u00e1, j\u00edm se u\u017e narod\u00ed. N\u011bkte\u0159\u00ed rodi\u010de uv\u00e1d\u011bj\u00ed, \u017ee ji\u017e u novorozence poznali, \u017ee se jedn\u00e1 o \u201ejin\u00e9\u201c d\u00edt\u011b \u2013 nadan\u00e1 miminka se podle zku\u0161enost\u00ed rodi\u010d\u016f i l\u00e9ka\u0159\u016f d\u00edvaj\u00ed, jako by \u201eprost\u011b v\u011bd\u011bla\u201c (Stehl\u00edkov\u00e1, 2016).<\/p>\n\n\n\n

    V prvn\u00edch m\u011bs\u00edc\u00edch v\u00fdvoje nadan\u00e9 d\u011bti p\u0159eskakuj\u00ed obdob\u00ed, maj\u00ed o v\u0161e z\u00e1jem, dok\u00e1\u017eou b\u00fdt \u010dil\u00e9 a pozorn\u00e9, brzy se u\u010d\u00ed mluvit (ji\u017e kolem 9. m\u011bs\u00edce). Ji\u017e takto mal\u00e9 d\u011bti absorbuj\u00ed ve\u0161ker\u00e9 z\u00e1chv\u011bvy n\u00e1lad a atmosf\u00e9ry v rodin\u011b a mezilidsk\u00fdch vztaz\u00edch (Stehl\u00edkov\u00e1, 2016).<\/p>\n\n\n\n

    Ji\u017e v batolec\u00edm \u010di p\u0159ed\u0161koln\u00edm v\u011bku nadan\u00ed kladou ot\u00e1zky v\u0161eho druhu, v\u00e1\u0161niv\u011b cht\u011bj\u00ed v\u0161e pozn\u00e1vat a v\u0161emu porozum\u011bt. U\u017e v t\u00e9 dob\u011b ale o v\u0161em pochybuj\u00ed, uv\u011bdomuj\u00ed si svoji osam\u011blost, tr\u00e1p\u00ed se. Berou na sebe p\u0159\u00edli\u0161 mnoho zodpov\u011bdnosti (Stehl\u00edkov\u00e1, 2016). \u010casto se nadan\u00e9 d\u00edt\u011b nau\u010d\u00ed u\u017e ve \u0161kolce samo \u010d\u00edst a ps\u00e1t. Neplat\u00ed to ale o v\u0161ech nadan\u00fdch d\u011btech, stejn\u011b jako p\u0159ed\u010dasn\u00fd v\u00fdvoj \u0159e\u010di \u2013 n\u011bkter\u00e9 d\u011bti se v t\u011bchto kroc\u00edch naopak opozd\u00ed, proto\u017ee si d\u0159\u00edve nebyly jist\u00e9, \u017ee to zvl\u00e1dnou dob\u0159e (Bo\u0159\u00edkov\u00e1, 2017).<\/p>\n\n\n\n

    \u0160koln\u00ed obdob\u00ed je pro nadan\u00e9 d\u00edt\u011b \u010dasto zklam\u00e1n\u00edm \u2013 v mate\u0159sk\u00e9 \u0161kole se t\u011b\u0161ilo, \u017ee na z\u00e1kladn\u00ed \u0161kole se dozv\u00ed spoustu nov\u00fdch poznatk\u016f, co\u017e ale \u010dasto nen\u00ed napln\u011bno, a naopak je po n\u011bm po\u017eadov\u00e1no p\u0159\u00edli\u0161 mnoho \u00fakon\u016f, kter\u00e9 ho brzd\u00ed. \u010casto pro sv\u00e9 doslovn\u00e9 ch\u00e1p\u00e1n\u00ed nerozum\u00ed zad\u00e1n\u00ed, jindy se i uji\u0161\u0165uje, jestli po n\u011bm u\u010ditel skute\u010dn\u011b chce tak jednoduchou v\u011bc, divergentn\u00ed zp\u016fsob my\u0161len\u00ed zas m\u016f\u017ee od jednoduch\u00fdch zad\u00e1n\u00ed odv\u00e1d\u011bt pozornost. Trp\u00ed samo\u00fa\u010delnost\u00ed prob\u00edran\u00fdch t\u00e9mat a pt\u00e1 se po souvislostech, t\u011b\u017ece sn\u00e1\u0161\u00ed rutinu a opakov\u00e1n\u00ed ji\u017e zn\u00e1m\u00e9ho, t\u011b\u017ece sn\u00e1\u0161\u00ed nudu. P\u0159em\u00fd\u0161l\u00ed jinak a m\u016f\u017ee si za\u010d\u00edt p\u0159ipadat neschopn\u00e9 a hloup\u00e9. Vztahy s vrstevn\u00edky negativn\u011b ovliv\u0148uje \u0161patn\u00e9 sebepojet\u00ed a nedostate\u010dn\u00e9 sebev\u011bdom\u00ed, ale i postupn\u00e9 pln\u00e9 uv\u011bdom\u011bn\u00ed vlastn\u00ed odli\u0161nosti (Stehl\u00edkov\u00e1, 2016).<\/p>\n\n\n\n

    V pubert\u011b nadan\u00ed \u010dasto zva\u017euj\u00ed, zda budou skute\u010dn\u011b sami sebou, nebo se budou sna\u017eit zcela p\u0159izp\u016fsobit okol\u00ed \u2013 cht\u011bj\u00ed b\u00fdt p\u0159ij\u00edman\u00ed, vyhled\u00e1vaj\u00ed uzn\u00e1n\u00ed od druh\u00fdch. Pokud zvol\u00ed konformn\u00ed masku, \u010dasto se c\u00edt\u00ed frustrovan\u011b a nenapln\u011bn\u011b, v jak\u00e9si neust\u00e1l\u00e9 l\u017ei. M\u00edvaj\u00ed jen p\u00e1r kamar\u00e1d\u016f, na kter\u00e9 se fixuj\u00ed. Ve skupin\u011b jsou \u010dasto \u0161ikanovan\u00ed \u010di zastra\u0161ovan\u00ed, v lep\u0161\u00edm p\u0159\u00edpad\u011b stoj\u00ed stranou, n\u011bkdy se sna\u017e\u00ed z\u00edskat si pozornost jako \u201et\u0159\u00eddn\u00ed \u0161a\u0161ci\u201c, v\u00fdjime\u010dn\u011b se jim poda\u0159\u00ed do kolektivu zapadnout jako jeho v\u016fdce. St\u00e1le se vnit\u0159n\u011b kritizuj\u00ed, proto\u017ee nedosahuj\u00ed idealizovan\u00fdch p\u0159edstav toho, co by mohli dok\u00e1zat. Trp\u00ed poruchami sebev\u011bdom\u00ed, depresemi, \u00fazkostmi, nebo dokonce sebepo\u0161kozov\u00e1n\u00edm, v\u011bt\u0161ina z nich si ale na\u0161t\u011bst\u00ed na \u017eivot nes\u00e1hne. N\u011bkte\u0159\u00ed rezignuj\u00ed, skr\u00fdvaj\u00ed svoji inteligenci a nijak se neprojevuj\u00ed. N\u011bkte\u0159\u00ed se sna\u017e\u00ed inhibovat sv\u00e9 my\u0161lenky, n\u011bkte\u0159\u00ed se sna\u017e\u00ed potla\u010dit sv\u00e9 emoce, co\u017e m\u016f\u017ee v\u00e9st i ke ztr\u00e1t\u011b kontaktu s vlastn\u00edm t\u011blem, oboj\u00ed pak zp\u016fsobuje nep\u0159\u00edjemn\u00e9 pocity pr\u00e1zdnoty. Puberta je ale i obdob\u00edm, kdy si mnoz\u00ed nadan\u00ed uv\u011bdom\u00ed sv\u00e9 schopnosti, dokonce v n\u011bkolika oblastech, a hledaj\u00ed si mno\u017estv\u00ed kon\u00ed\u010dk\u016f (Stehl\u00edkov\u00e1, 2016). Na dosp\u011blost se n\u011bkte\u0159\u00ed nadan\u00ed t\u011b\u0161\u00ed, t\u011b\u0161\u00ed se na samostatnost, volnost a svobodu, jin\u00ed z n\u00ed maj\u00ed strach kv\u016fli mno\u017estv\u00ed ide\u00e1l\u016f, kter\u00e9 nestihli naplnit. K\u0159ehkost spojen\u00e1 s nad\u00e1n\u00edm se nevytr\u00e1c\u00ed ani v dosp\u011blosti. P\u0159i v\u00fdb\u011bru zam\u011bstn\u00e1n\u00ed jim pom\u00e1h\u00e1 \u0159\u00eddit se vlastn\u00ed intuic\u00ed, vyhnout se rutinn\u00edm zam\u011bstn\u00e1n\u00edm, nejl\u00e9pe i hierarchii. Nadan\u00fd \u010dlov\u011bk pot\u0159ebuje volnost, podn\u011btn\u00e9, flexibiln\u00ed a respektuj\u00edc\u00ed prost\u0159ed\u00ed bez stresu a negativn\u00edch emoc\u00ed, nemaj\u00ed r\u00e1di p\u0159\u00edli\u0161 pravidel a na\u0159\u00edzen\u00ed (Stehl\u00edkov\u00e1, 2016).<\/p>\n\n\n\n

    P\u0159\u00edstup k nad\u00e1n\u00ed v rodin\u011b<\/strong><\/h2>\n\n\n\n

    Aby se nad\u00e1n\u00ed mohlo projevit, je nutn\u00e9 naplnit ur\u010dit\u00e9 podm\u00ednky nejen ve vnit\u0159n\u00edm, ale i vn\u011bj\u0161\u00edm prost\u0159ed\u00ed (ur\u010dit\u00e9 mno\u017estv\u00ed, prom\u011bnlivost a druh podn\u011bt\u016f, kvalita spole\u010densk\u00fdch vztah\u016f, ur\u010dit\u00e1 st\u00e1lost, \u0159\u00e1d a smysl v podn\u011btech, spole\u010densk\u00e9 uplatn\u011bn\u00ed). Havigerov\u00e1 (2011) zejm\u00e9na vyzdvihuje pozitivn\u011b a podn\u011btn\u011b vylad\u011bn\u00e9 soci\u00e1ln\u00ed prost\u0159ed\u00ed.<\/p>\n\n\n\n

    T\u00edm, \u017ee nadan\u00e9 d\u011bti m\u00e9n\u011b sp\u00ed, vy\u017eaduj\u00ed program a s vrstevn\u00edky si p\u0159\u00edli\u0161 nerozum\u00ed, b\u00fdv\u00e1 jejich v\u00fdchova pro rodi\u010de n\u00e1ro\u010dn\u011bj\u0161\u00ed ne\u017e u b\u011b\u017en\u00fdch d\u011bt\u00ed a rodi\u010de jsou z nich nez\u0159\u00eddka vy\u010derpan\u00ed (\u0160ance d\u011btem, 2015). Aby ale d\u00edt\u011b mohlo pln\u011b naplnit sv\u016fj potenci\u00e1l, je pot\u0159eba, aby rodi\u010de vytrvali a poskytli mu dobr\u00e9 z\u00e1zem\u00ed. Co d\u011bti pot\u0159ebuj\u00ed \u00fapln\u011b nejv\u00edc, je respekt k odli\u0161nosti, bezv\u00fdhradn\u00e9 p\u0159ijet\u00ed, d\u016fv\u011bra, laskavost, l\u00e1skypln\u00e9 hranice, empatie, pozorn\u00e9 naslouch\u00e1n\u00ed a porozum\u011bn\u00ed, p\u0159\u00edtomnost, otev\u0159enost, spole\u010dn\u00e9 pro\u017e\u00edv\u00e1n\u00ed, up\u0159\u00edmnost a prav\u00e1 humanita, bez p\u0159etv\u00e1\u0159ky a p\u0159edst\u00edr\u00e1n\u00ed, bez obvi\u0148ov\u00e1n\u00ed, poni\u017eov\u00e1n\u00ed, manipulativn\u00edch her, her na v\u00edt\u011bze a pora\u017een\u00e9 (Stehl\u00edkov\u00e1, 2016; Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

    Pro nadan\u00e9 d\u00edt\u011b je d\u016fle\u017eit\u00e9, aby se mohlo rozv\u00edjet vlastn\u00edm tempem, bez porovn\u00e1v\u00e1n\u00ed s ostatn\u00edmi, n\u00fdbr\u017e se sebou sam\u00fdm. M\u00edsto porovn\u00e1v\u00e1n\u00ed s druh\u00fdmi je dobr\u00e9 podporovat aktivitu a pocit spokojenosti. Je pot\u0159eba rozv\u00edjet sebeuv\u011bdom\u011bn\u00ed, sebeovl\u00e1d\u00e1n\u00ed, soci\u00e1ln\u00ed uv\u011bdom\u011bn\u00ed (vn\u00edm\u00e1n\u00ed pocit\u016f druh\u00fdch) a vztahov\u00e9 dovednosti (v\u010detn\u011b tolerov\u00e1n\u00ed \u201epo\u0161etilosti b\u011b\u017en\u00fdch lid\u00ed\u201c). Je nutn\u00e9, aby nadan\u00e9 d\u00edt\u011b p\u0159ijalo, \u017ee je ostatn\u00ed nemus\u00ed ch\u00e1pat, ale \u017ee je ani nem\u00e1 nutit d\u011blat, co oni necht\u011bj\u00ed, nepom\u00e1hat jim proti jejich v\u016fli. Je pot\u0159eba v nadan\u00e9m jedinci usm\u011br\u0148ovat jeho pocit zodpov\u011bdnosti, ale neshazovat jej za tento pocit, ani ho nechl\u00e1cholit neuv\u011b\u0159iteln\u00fdmi pov\u00edda\u010dkami. Pot\u0159ebu autonomie je dobr\u00e9 podporovat, nechat d\u00edt\u011b, aby se rozv\u00edjelo v oblastech, kter\u00e9 je samotn\u00e9 zaj\u00edmaj\u00ed, nastavit v\u0161ak hranice, aby nenaru\u0161ovalo svobodu druh\u00fdch \u2013 stejn\u011b jako laskavost je v oblasti hranic nutn\u00e1 i pevnost a ne\u00fastupnost (Stehl\u00edkov\u00e1, 2018).<\/p>\n\n\n\n

    Rodi\u010de nadan\u00fdch d\u011bt\u00ed by m\u011bli pou\u017e\u00edvat specifick\u00e9 v\u00fdchovn\u00e9 praktiky, kter\u00e9 reaguj\u00ed na projevy nad\u00e1n\u00ed jejich d\u011bt\u00ed. Je ov\u0161em dobr\u00e9 d\u00e1t si pozor, aby d\u00edt\u011b netrp\u011blo (zejm\u00e9na v ran\u00e9m d\u011btstv\u00ed) p\u0159ehnanou pozornost\u00ed, kter\u00e1 \u010dasto pr\u00e1v\u011b u nadan\u00fdch d\u011bt\u00ed vede ke st\u00e1l\u00e9mu vy\u017eadov\u00e1n\u00ed pozornosti a k z\u00e1visl\u00fdm vzorc\u016fm chov\u00e1n\u00ed. V r\u00e1mci podpory nad\u00e1n\u00ed je tak\u00e9 nutn\u00e9 pohl\u00eddat, aby d\u011bti nebyly zahlceny mno\u017estv\u00edm aktivit, aby mohly vytv\u00e1\u0159et vlastn\u00ed projekty a v\u011bnovat se vlastn\u00edm z\u00e1jm\u016fm \u010di h\u0159e \u2013 neust\u00e1l\u00e1 kontrola m\u016f\u017ee v\u00e9st k z\u00e1visl\u00fdm vzorc\u016fm chov\u00e1n\u00ed (Mudr\u00e1k, 2015).<\/p>\n\n\n\n

    D\u016fle\u017eit\u00e9 je taky, aby se rodiny st\u00fdkaly s podobn\u00fdmi rodinami, aby nadan\u00e9 d\u011bti na krou\u017ec\u00edch potk\u00e1valy podobn\u00e9 d\u011bti apod. \u2013 pro rodiny d\u016fle\u017eit\u00e9 v\u011bd\u011bt, \u017ee v tom nejsou samy (\u0160ance d\u011btem, 2015).<\/p>\n\n\n\n

    P\u0159\u00edstup k nadan\u00fdm ve \u0161kole<\/strong><\/h2>\n\n\n\n

    V b\u011b\u017en\u00e9 \u0161kole se nadan\u00e9 d\u011bti \u010dasto nud\u00ed, chlapci pak i zlob\u00ed, \u010dasto tak neplat\u00ed, \u017ee nadan\u00e9 d\u00edt\u011b je premiantem t\u0159\u00eddy. Pro jejich rozvoj je d\u016fle\u017eit\u00e9 zajistit jim podm\u00ednky pro psychickou pohodu a vnit\u0159n\u00ed motivaci. T\u011bmito podm\u00ednkami jsou zejm\u00e9na 3 oblasti: 1. erudovan\u00fd, otev\u0159en\u00fd a empatick\u00fd u\u010ditel, 2. obsah a metody uzp\u016fsoben\u00e9 \u017e\u00e1kov\u00fdm pot\u0159eb\u00e1m, 3. osobnostn\u00ed a soci\u00e1ln\u00ed v\u00fdchova (Stehl\u00edkov\u00e1, 2018). U\u010ditel by m\u011bl m\u00edt v pr\u00e1ci s nadan\u00fdmi d\u011btmi v\u017edy na pam\u011bti pozitivn\u00ed my\u0161len\u00ed a d\u016fv\u011bru v\u016f\u010di d\u011btem, komunikovat neautoritativn\u011b, pozorn\u011b naslouchat, nenutit nadan\u00e9 d\u00edt\u011b do \u010dinnosti, z\u00e1rove\u0148 br\u00e1t ale ohled na ostatn\u00ed z\u00fa\u010dastn\u011bn\u00e9, m\u011bl by vytv\u00e1\u0159et prostor pro prezentaci d\u00edt\u011bte, prov\u00e1d\u011bt spole\u010dn\u00e9 hodnocen\u00ed \u010dinnost\u00ed, m\u00edt realistick\u00e1 o\u010dek\u00e1v\u00e1n\u00ed (Havigerov\u00e1, 2011).<\/p>\n\n\n\n

    \u010c\u00edm se li\u0161\u00ed b\u011b\u017en\u00ed a nadan\u00ed \u017e\u00e1ci?<\/strong><\/p>\n\n\n\n

    D\u016fvody k u\u010den\u00ed<\/strong>:
    b\u011b\u017en\u00ed \u017e\u00e1ci: motivace vn\u011bj\u0161\u00ed, reprodukce, memorov\u00e1n\u00ed, vn\u011bj\u0161\u00ed krit\u00e9ria
    vs. nadan\u00ed: vnit\u0159n\u00ed motivace, pot\u0159eba zn\u00e1t v\u00fdznam u\u010den\u00e9ho, bav\u00ed j d\u00edvat se z r\u016fzn\u00fdch \u00fahl\u016f.<\/p>\n\n\n\n

    Hled\u00e1n\u00ed souvislost\u00ed a propojov\u00e1n\u00ed toho, co u\u017e znaj\u00ed<\/strong>:
    b\u011b\u017en\u00ed \u017e\u00e1ci: od\u0159\u00edk\u00e1v\u00e1n\u00ed l\u00e1tky, obr\u00e1zky, ment\u00e1ln\u00ed mapy
    vs. nadan\u00ed: \u0161irok\u00e1 z\u00e1kladna v ur\u010dit\u00fdch oblastech, r\u016fzn\u00e1 forma znalost\u00ed, rychl\u00e9 a efektivn\u00ed zpracov\u00e1v\u00e1n\u00ed informac\u00ed, pot\u0159ebuj\u00ed p\u0159\u00edle\u017eitosti k objevov\u00e1n\u00ed.<\/p>\n\n\n\n

    Strategie u\u010den\u00ed: <\/strong>
    b\u011b\u017en\u00ed \u017e\u00e1ci: zapojen\u00ed p\u0159edstavivosti, odpov\u00edd\u00e1n\u00ed na stanoven\u00e9 ot\u00e1zky, hled\u00e1n\u00ed a opravov\u00e1n\u00ed vlastn\u00edch chyb, segmentace informac\u00ed a sekven\u010dn\u00ed u\u010den\u00ed, pot\u0159eba veden\u00ed u\u010ditele
    vs. nadan\u00ed: rychle hledaj\u00ed a nach\u00e1zej\u00ed souvislosti, soub\u011b\u017en\u00e9 zpracov\u00e1v\u00e1n\u00ed n\u011bkolika nov\u00fdch my\u0161lenek \u010di podn\u011bt\u016f, tvo\u0159iv\u00e9 propojov\u00e1n\u00ed my\u0161lenek, bezprost\u0159edn\u00ed promy\u0161len\u00e9 ot\u00e1zky, cht\u011bj\u00ed diskutovat, probl\u00e9mov\u00e9 \u00fakoly m\u00edsto ot\u00e1zek, vyu\u017eit\u00ed analogi\u00ed, r\u016fzn\u00e9 \u00fahly pohledu, intuice, v\u00fdborn\u00e1 kategorizace my\u0161lenek, rychl\u00e9 nal\u00e9z\u00e1n\u00ed konsekvenc\u00ed, l\u00e1tku nepot\u0159ebuj\u00ed p\u0159\u00edli\u0161 opakovat, dob\u0159e zapojuj\u00ed kr\u00e1tkodobou pam\u011b\u0165, glob\u00e1ln\u00ed u\u010den\u00ed, zapojen\u00ed imaginace, intelektov\u00e1 hravost, ignorace rutinn\u00edch \u00fakol\u016f (nap\u0159. zapisov\u00e1n\u00ed postup\u016f), rychl\u00e1 volba zp\u016fsob\u016f argumentace, bezprost\u0159edn\u00ed a jasn\u00e9 vyjad\u0159ov\u00e1n\u00ed sv\u00e9ho n\u00e1zoru.<\/p>\n\n\n\n

    Uchov\u00e1v\u00e1n\u00ed informac\u00ed v pam\u011bti<\/strong>:
    b\u011b\u017en\u00ed \u017e\u00e1ci: procvi\u010dov\u00e1n\u00ed
    vs. nadan\u00ed: dob\u0159e si pamatuj\u00ed ze s\u00e9mantick\u00e9 pam\u011bti.<\/p>\n\n\n\n

    Nadan\u00ed \u017e\u00e1ci pot\u0159ebuj\u00ed mo\u017enost postupovat rychleji kup\u0159edu a z\u00e1rove\u0148 m\u00edt \u010das na p\u0159em\u00fd\u0161len\u00ed, pot\u0159ebuj\u00ed prostor \u010dinit nov\u00e1torsk\u00e9 v\u00fdsledky, p\u0159em\u00fd\u0161let, vym\u00fd\u0161let, formulovat, kategorizovat, pochopit, l\u00e1mat si hlavu a p\u0159ich\u00e1zet v\u011bcem na kloub, prostor tvo\u0159it, objevovat a zkoumat, rozum\u011bt v souvislostech a mezip\u0159edm\u011btov\u011b\/tematicky, zobec\u0148ovat. Pot\u0159ebuj\u00ed komplexnost a smysluplnost, kreativitu a voln\u00e1 zad\u00e1n\u00ed, zaj\u00edmav\u00e9 a neot\u0159el\u00e9 pracovn\u00ed materi\u00e1ly. Pot\u0159ebuj\u00ed autonomii, spravedlnost a otev\u0159enost, d\u016fv\u011bru ve svou lidskost a potenci\u00e1l, pot\u0159ebuj\u00ed vytv\u00e1\u0159et si n\u00e1zor, diskutovat, ch\u00e1pat sv\u011bt, m\u011bnit sv\u011bt k lep\u0161\u00edmu. K tomu je nutn\u00e9 poskytov\u00e1n\u00ed zp\u011btn\u00e9 vazby, respektuj\u00edc\u00ed prost\u0159ed\u00ed, p\u0159ijet\u00ed odli\u0161n\u00e9ho \u00fahlu pohledu nebo \u0159e\u0161en\u00ed, podn\u011btn\u00e1 atmosf\u00e9ra beze stresu, strachu, obvi\u0148ov\u00e1n\u00ed, poni\u017eov\u00e1n\u00ed nebo srovn\u00e1v\u00e1n\u00ed, dostatek \u010dasu se zamyslet, mo\u017enost uplatnit originalitu \u0159e\u0161en\u00ed nebo zpracov\u00e1n\u00ed (Stehl\u00edkov\u00e1, 2018; Nadan\u00e9 d\u011bti, n.d.).<\/p>\n\n\n\n

    V\u00fduka pro nadan\u00e9 \u017e\u00e1ky by m\u011bla kombinovat a propojovat osvojov\u00e1n\u00ed si poznatk\u016f a dovednost\u00ed a kreativn\u00ed p\u0159istup (Stehl\u00edkov\u00e1, 2018). D\u016fraz by m\u011bl b\u00fdt kladen ur\u010dit\u011b na rozvoj siln\u00fdch str\u00e1nek, ne na n\u00e1pravu handicap\u016f (\u0160\u00e1rka Porte\u0161ov\u00e1, 2015). Nejz\u00e1sadn\u011bj\u0161\u00ed je individu\u00e1ln\u00ed p\u0159\u00edstup (Havigerov\u00e1, 2011; Valentov\u00e1 & Vondr\u00e1kov\u00e1, 2017). C\u00edlem vzd\u011bl\u00e1v\u00e1n\u00ed by m\u011bla b\u00fdt p\u0159\u00edprava na \u017eivot, umo\u017enit d\u00edt\u011bti pro\u017e\u00edt kvalitn\u00ed a \u00fasp\u011b\u0161n\u00fd \u017eivot, proto je vhodn\u00e9 pro ka\u017ed\u00e9 d\u00edt\u011b vytvo\u0159it individu\u00e1ln\u00ed seznam hodnot a na t\u011bch s n\u00edm pracovat (Havigerov\u00e1, 2011). Na speci\u00e1ln\u00edm p\u0159\u00edstupu ke vzd\u011bl\u00e1v\u00e1n\u00ed by m\u011bl spolupracovat cel\u00fd pedagogick\u00fd t\u00fdm (Cihelkov\u00e1, 2017) a m\u011bnit p\u0159\u00edstup v z\u00e1vislosti na v\u00fdvojov\u00e9 f\u00e1zi d\u00edt\u011bte. Z\u00e1sadn\u00edm c\u00edlem v\u00fduky je p\u0159isp\u011bt k tomu, aby co nejv\u00edce d\u011bt\u00ed dostalo mo\u017enost uplatnit sv\u00e9 individu\u00e1ln\u00ed nad\u00e1n\u00ed a rozv\u00edjet se v podm\u00ednk\u00e1ch, kter\u00e9 jim umo\u017en\u00ed \u201est\u00e1t se t\u00edm, k\u00fdm jsou\u201c (Mudr\u00e1k, 2015).<\/p>\n\n\n\n

    Ve v\u00fduce nadan\u00fdch \u017e\u00e1k\u016f jsou doporu\u010dov\u00e1ny r\u016fzn\u00e9 techniky a metody. Je doporu\u010dov\u00e1no nadan\u00fdm d\u011btem v\u00edce ne\u017e ot\u00e1zky \u201ekdo, kdy, kde, co\u201c pokl\u00e1dat sp\u00ed\u0161e ot\u00e1zky \u201epro\u010d a jak\u201c (\u0160\u00e1rka Porte\u0161ov\u00e1, 2015). Pro spolupr\u00e1ci a komunikaci je vhodn\u00e9 shlukovat u\u010divo podle toho, co d\u011bti u\u017e v\u011bd\u00ed \u2013 za\u010d\u00edt velmi obt\u00ed\u017en\u00fdm \u00fakolem a pak teprve p\u0159istupovat k jednodu\u0161\u0161\u00edm (\u0160\u00e1rka Porte\u0161ov\u00e1, 2016), rozd\u011blit u\u010divo na men\u0161\u00ed \u010d\u00e1sti a vynechat neefektivn\u00ed techniku neust\u00e1l\u00e9ho opakov\u00e1n\u00ed. Skv\u011blou pom\u016fckou ve v\u00fduce je tak\u00e9 z\u00e1bava \u2013 pozitivn\u00ed emoce toti\u017e maj\u00ed velice rychl\u00fd \u00fa\u010dinek na u\u010den\u00ed (Spitzer, 2012). Havigerov\u00e1 (2011) doporu\u010duje pro v\u00fduku nadan\u00fdch d\u011bti tyto metody: umo\u017en\u011bte d\u011btem projevit vlastn\u00ed v\u00fdrazov\u00e9 prost\u0159edky; dovolte d\u00edt\u011bti ps\u00e1t tiskac\u00edm p\u00edsmem nebo pou\u017e\u00edvat kl\u00e1vesnici; podporujte kreativitu; dovolte d\u011btem vyslovovat vlastn\u00ed my\u0161lenky d\u0159\u00edve, ne\u017e dosp\u011bly k samotn\u00e9mu z\u00e1v\u011bru; umo\u017en\u011bte d\u00edt\u011bti, aby vlastn\u00ed postupy a procesy \u0159e\u0161en\u00ed odhalilo postupn\u011b samo; trvejte na studiu literatury odpov\u00eddaj\u00edc\u00ed ment\u00e1ln\u00edmu, ne chronologick\u00e9mu v\u011bku d\u00edt\u011bte; vyu\u017e\u00edvejte v\u0161ech dostupn\u00fdch podn\u011btov\u00fdch materi\u00e1l\u016f ke vzd\u011bl\u00e1v\u00e1n\u00ed; p\u0159izp\u016fsobte kurikulum \u017e\u00e1kovi, nikoli \u017e\u00e1ka kurikulu; pokra\u010dujte kup\u0159edu v souladu s individu\u00e1ln\u00edm tempem d\u00edt\u011bte; soust\u0159e\u010fte se na rozvoj kl\u00ed\u010dov\u00fdch dovednost\u00ed a kompetenc\u00ed; podporujte rozvoj podle individu\u00e1ln\u00edch p\u0159edpoklad\u016f a mo\u017enost\u00ed d\u00edt\u011bte; podn\u011bcujte d\u00edt\u011b k dal\u0161\u00edmu rozvoji vlastn\u00edch schopnost\u00ed; maxim\u00e1ln\u011b vyu\u017e\u00edvejte modern\u00ed technologie; podporujte komunikaci a vz\u00e1jemnou spolupr\u00e1ci; dovolte d\u011btem samostatn\u011b myslet, rozhodovat se a hodnotit; p\u0159enechejte pod\u00edl na iniciativ\u011b d\u011btem.<\/p>\n\n\n\n

    Z konkr\u00e9tn\u00edch technik lze doporu\u010dit zapojen\u00ed nadan\u00fdch \u017e\u00e1k\u016f do mimo\u0161koln\u00edch projekt\u016f \u2013 doporu\u010dit jim vhodn\u00e9 mimo\u0161koln\u00ed aktivity, spolupracovat s extern\u00edmi projekty, zapojovat \u017e\u00e1ky do v\u011bdomostn\u00edch sout\u011b\u017e\u00ed. Pro lep\u0161\u00ed soci\u00e1ln\u00ed dovednosti je skv\u011blou metodou u\u010den\u00ed \u017e\u00e1ka \u017e\u00e1kem, kde se nadan\u00e9 d\u00edt\u011b u\u010d\u00ed komunikovat s m\u00e9n\u011b nadan\u00fdmi, b\u00fdt tolerantn\u00ed a ohledupln\u00e9, i si ale samo v sob\u011b srovnat my\u0161lenky. Mimo\u0159\u00e1dn\u011b vynikaj\u00edc\u00ed \u017e\u00e1k m\u016f\u017ee tak\u00e9 zast\u00e1vat roli \u201edruh\u00e9ho u\u010ditele\u201c \u2013 \u010das od \u010dasu si p\u0159ipravit p\u0159edn\u00e1\u0161ku, prezentaci, praktickou uk\u00e1zku aj. Z\u00e1bavnou formou rozvoje sv\u00fdch schopnost\u00ed je tak\u00e9 tvorba \u0161koln\u00edho \u010dasopisu, p\u0159i n\u011bm\u017e m\u00e1 \u017e\u00e1k mo\u017enost pod\u011blit se o znalosti s ostatn\u00edmi, ale tak\u00e9 se hloub\u011bji zam\u011b\u0159it studium sv\u00e9 z\u00e1jmov\u00e9 \u010dinnosti (Cihelkov\u00e1, 2017). N\u011bkte\u0159\u00ed vyu\u010duj\u00edc\u00ed nadan\u00e9 d\u011bti vyu\u017eij\u00ed jako v\u00fdpomoc pro podporu slab\u0161\u00ed skupiny \u017e\u00e1k\u016f, kter\u00fdm m\u00e1 b\u00fdt nadan\u00fd \u017e\u00e1k n\u00e1pomocen \u2013 v t\u00e9to metod\u011b je pot\u0159eba d\u00e1t pozor na pasov\u00e1n\u00ed nadan\u00e9ho \u017e\u00e1ka na u\u010ditelova asistenta, pon\u011bvad\u017e nadan\u00fd \u017e\u00e1k pot\u0159ebuje zejm\u00e9na vlastn\u00ed v\u00fdzvy (\u0160\u00e1rka Porte\u0161ov\u00e1, 2016).<\/p>\n\n\n\n

    Pro nadan\u00e9 \u017e\u00e1ky je velmi vhodnou metodou osobnostn\u00ed a soci\u00e1ln\u00ed v\u00fdchova zalo\u017een\u00e1 na v\u0161\u00edmavosti (mindfulness) a jej\u00ed cvi\u010den\u00ed zam\u011b\u0159en\u00e1 na vn\u00edm\u00e1n\u00ed my\u0161lenek, vlastn\u00edho t\u011bla i odpo\u010dinek (Stehl\u00edkov\u00e1, 2018). Velmi efektivn\u00ed a obl\u00edben\u00e9 je ve v\u00fduce nadan\u00fdch d\u011bt\u00ed projektov\u00e9 vyu\u010dov\u00e1n\u00ed propojen\u00e9 s tzv. neviditelnou pedagogikou, hern\u00ed \u010di z\u00e1\u017eitkovou pedagogikou (Stehl\u00edkov\u00e1, 2018). Jako aktivizuj\u00edc\u00ed \u010dinnosti lze doporu\u010dit nap\u0159\u00edklad metodu sn\u011bhov\u00e1 koule, samostudium (\u010dten\u00e1\u0159sk\u00e1 metoda insert), my\u0161lenkov\u00e9 mapy, expertn\u00ed a kmenov\u00e9 skupiny, brainstorming, debaty, studentsk\u00e9 uk\u00e1zky (demonstrace), p\u0159\u00edpadov\u00e9 studie, projekty, v\u011bdeck\u00e9 pr\u00e1ce, zkoum\u00e1n\u00ed textu, probl\u00e9movou v\u00fduku, \u00fakoly s jedn\u00edm za\u010d\u00e1tkem a mnoha konci. Cihelkov\u00e1 (2017) ve sv\u00e9 knize Nadan\u00e9 d\u00edt\u011b ve \u0161kole<\/em> krom\u011b mno\u017estv\u00ed aktiviza\u010dn\u00edch \u010dinnost\u00ed a jejich popisu (viz strany 20\u201369) uv\u00e1d\u00ed tak\u00e9 p\u0159\u00edklady didaktick\u00fdch her vhodn\u00fdch pro nadan\u00e9 \u017e\u00e1ky: \u201erychl\u00fd scrabble\u201c (ve dvojic\u00edch \u017e\u00e1ci tvo\u0159\u00ed k\u0159\u00ed\u017eovky ze slov prob\u00edran\u00e9ho t\u00e9matu p\u0159edlo\u017een\u00fdch na karti\u010dce), \u201e\u0159ekni mi v\u00edc\u201c (zopakov\u00e1n\u00ed kl\u00ed\u010dov\u00fdch znalost\u00ed u\u010ditelem a pak st\u0159\u00edd\u00e1n\u00edm \u017e\u00e1k\u016f ve dvou skupin\u00e1ch dopl\u0148uj\u00edch dal\u0161\u00ed informace), \u201edvojice pojm\u016f\u201c (hled\u00e1n\u00ed dvojice ke sv\u00e9 karti\u010dce), \u201etenis\u201c (spole\u010dn\u00e9 zopakov\u00e1n\u00ed l\u00e1tky a pak si \u017e\u00e1ci ve dvojic\u00edch kladou ot\u00e1zky), \u201edvoubarevn\u00e9 pexeso\u201c (skl\u00e1d\u00e1n\u00ed dvojic \u00fadaj\u016f).<\/p>\n\n\n\n

    Zkou\u0161en\u00ed nadan\u00fdch d\u011bt\u00ed by se m\u011blo soust\u0159edit ne na fakta, ale na p\u0159em\u00fd\u0161len\u00ed. M\u00edsto uzav\u0159en\u00fdch ot\u00e1zek by m\u011bl u\u010ditel volit ot\u00e1zky vedouc\u00ed k dal\u0161\u00edmu uva\u017eov\u00e1n\u00ed, zam\u011b\u0159ovat se na evaluaci, anal\u00fdzu a synt\u00e9zu. Ve zp\u011btn\u00e9 vazn\u011b je vhodn\u00e9 se zam\u011b\u0159ovat na proces, nezji\u0161\u0165ovat jen pam\u011b\u0165ov\u00e9 dovednosti, nechat dostatek \u010dasu na zamy\u0161len\u00ed, zam\u011b\u0159it se na samotn\u00e9 \u00fasil\u00ed a na schopnost p\u0159em\u00fd\u0161let, hodnotit ve vztahu k individu\u00e1ln\u00edm specifik\u016fm hodnocen\u00e9ho (Havigerov\u00e1, 2011; \u0160\u00e1rka Porte\u0161ov\u00e1, 2016).<\/p>\n\n\n\n

    Velk\u00fdm probl\u00e9mem m\u016f\u017ee b\u00fdt za\u010dlen\u011bn\u00ed do kolektivu. Nadan\u00e9 d\u011bti \u010dasto nenach\u00e1z\u00ed partnery, kte\u0159\u00ed by m\u011bli stejn\u00e9 z\u00e1jmy (Mr\u00e1zov\u00e1 & Sm\u00edtkov\u00e1, 2016), hry ostatn\u00edch d\u011bt\u00ed jim mnohdy p\u0159ijdou nelogick\u00e9 a nesmysln\u00e9, nemor\u00e1ln\u00ed, neum\u00ed je. Problematick\u00fd vztah se spolu\u017e\u00e1ky \u010di u\u010diteli tak\u00e9 m\u016f\u017ee vyvol\u00e1vat jejich zodpov\u011bdnost a poctivost, jindy soucit s u\u010diteli (Stehl\u00edkov\u00e1, 2018). N\u011bkter\u00e9 nadan\u00e9 d\u011bti taky \u0161patn\u011b sn\u00e1\u0161\u00ed hluk, kter\u00fd ve velk\u00e9m kolektivu, a zvl\u00e1\u0161\u0165 pokud je v n\u011bm t\u0159eba inkludov\u00e1no n\u011bjak\u00e9 vyru\u0161uj\u00edc\u00ed d\u00edt\u011b, b\u00fdv\u00e1 (Valentov\u00e1 & Vondr\u00e1kov\u00e1, 2017).<\/p>\n\n\n\n

    Do \u0161kolsk\u00e9ho syst\u00e9mu mohou b\u00fdt nadan\u00e9 d\u011bti za\u0159azeny r\u016fzn\u00fdm zp\u016fsobem. Ve sv\u011bt\u011b jsou t\u0159i hlavn\u00ed p\u0159\u00edstupy: 1) akcelerace: d\u00edt\u011b m\u016f\u017ee \u201ep\u0159esko\u010dit\u201c n\u011bkter\u00fd nebo n\u011bkter\u00e9 ro\u010dn\u00edky, p\u0159\u00edpadn\u011b zah\u00e1jit doch\u00e1zku d\u0159\u00edve, ne\u017e jeho vrstevn\u00edci; 2) obohacov\u00e1n\u00ed osnov: d\u00edt\u011b z\u016fst\u00e1v\u00e1 v b\u011b\u017en\u00e9 t\u0159\u00edd\u011b, ale prob\u00edr\u00e1 l\u00e1tku zna\u010dn\u011b roz\u0161\u00ed\u0159en\u011b; 3) nadan\u00e9 d\u011bti v r\u00e1mci b\u011b\u017en\u00e9 t\u0159\u00eddy: roz\u0161\u00ed\u0159en\u00ed obvykl\u00fdch v\u00fdukov\u00fdch materi\u00e1l\u016f ur\u010den\u00fdch pro ostatn\u00ed \u017e\u00e1ky. D\u00e1le lze vyu\u017e\u00edvat pr\u00e1ce se skupinou n\u011bkolika nadan\u00fdch v r\u00e1mci jedn\u00e9 t\u0159\u00eddy, kdy se tato skupina u\u010d\u00ed jako celek podle individu\u00e1ln\u00edho programu v r\u00e1mci b\u011b\u017en\u00e9 t\u0159\u00eddy. Dal\u0161\u00ed mo\u017enost\u00ed je nechat nadan\u00e9 d\u011bti v b\u011b\u017en\u00e9 t\u0159\u00edd\u011b, kde v\u00fduku pr\u00e1v\u011b t\u011bchto \u017e\u00e1k\u016f v ur\u010dit\u00fdch oblastech organizuje speci\u00e1ln\u00ed u\u010ditel. Nadan\u00e9 d\u011bti tak\u00e9 mohou na \u010d\u00e1st dne odch\u00e1zet do jin\u00e9 t\u0159\u00eddy a op\u011bt se vracet na dal\u0161\u00ed p\u0159edm\u011bty do sv\u00e9 kmenov\u00e9 t\u0159\u00eddy. N\u011bkter\u00e9 \u0161koly nab\u00edz\u00ed i speci\u00e1ln\u00ed t\u0159\u00eddy pro nadan\u00e9 \u017e\u00e1ky, kde vyu\u010duje jeden nebo v\u00edce u\u010ditel\u016f, kte\u0159\u00ed maj\u00ed speci\u00e1ln\u00ed vzd\u011bl\u00e1n\u00ed v oblasti p\u00e9\u010de a vzd\u011bl\u00e1v\u00e1n\u00ed nadan\u00fdch d\u011bt\u00ed (Porte\u0161ov\u00e1, n.d.). U n\u00e1s p\u0159eva\u017euje inkluzivn\u00ed trend, v b\u011b\u017en\u00e9m prost\u0159ed\u00ed se nadan\u00fdm d\u011btem individualizovan\u011b v\u011bnovat, p\u0159\u00edpadn\u011b volba soukrom\u00e9 speci\u00e1ln\u00ed \u0161koly, dom\u00e1c\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed nebo sdru\u017een\u00e9 (komunitn\u00ed) \u0161koly (\u0160ance d\u011btem, 2015).<\/p>\n\n\n\n

    Konkr\u00e9tn\u00ed typ \u0161koly, jej\u00ed uspo\u0159\u00e1d\u00e1n\u00ed a metody v\u00fduky, vol\u00ed rodi\u010d po konzultaci s u\u010diteli a psychology. Tato volba se odv\u00edj\u00ed zejm\u00e9na od aktu\u00e1ln\u00edho profilu schopnost\u00ed, osobnosti a od adapta\u010dn\u00edch, soci\u00e1ln\u00edch a emocion\u00e1ln\u00edch charakteristik nadan\u00e9ho d\u00edt\u011bte (Porte\u0161ov\u00e1, n.d.). V prvn\u00edch m\u011bs\u00edc\u00edch \u0161koln\u00ed doch\u00e1zky je doporu\u010dov\u00e1no d\u016fkladn\u011b sledovat, jestli \u0161kola vyhovuje, p\u0159\u00edpadn\u011b d\u00edt\u011b p\u0159em\u00edstit co nejd\u0159\u00edve (\u0160ance d\u011btem, 2015).<\/p>\n\n\n\n

    Jak pomoci nadan\u00fdm dosp\u011bl\u00fdm<\/strong><\/h2>\n\n\n\n

    Rozvoj nad\u00e1n\u00ed by nem\u011bl skon\u010dit se \u0161koln\u00ed doch\u00e1zkou \u010di p\u0159ekro\u010den\u00edm prahu plnoletosti. Krom\u011b toho, \u017ee i do dosp\u011blosti zb\u00fdv\u00e1 mnoho nedokon\u010den\u00fdch \u00fakol\u016f v rozvoji nad\u00e1n\u00ed, autenti\u010dnost a spokojenost by m\u011bl \u010dlov\u011bk rozv\u00edjet cel\u00fd \u017eivot.<\/p>\n\n\n\n

    Nadan\u00fd \u010dlov\u011bk m\u00e1 v\u00edce ne\u017e kdokoli jin\u00fd v\u0161echny p\u0159edpoklady pro to, aby v \u017eivot\u011b usp\u011bl a za\u017e\u00edval \u0161t\u011bst\u00ed, jen je ob\u010das obt\u00ed\u017en\u00e9 se to nau\u010dit. Co je nejv\u00edce podp\u016frn\u00e9? (Stehl\u00edkov\u00e1, 2018)<\/p>\n\n\n\n

      \n
    1. B\u00fdt mezi sv\u00fdmi: nadan\u00ed se mohou \u00fa\u010dastnit v d\u011btstv\u00ed r\u016fzn\u00fdch volno\u010dasov\u00fdch aktivit a v dosp\u011blosti t\u0159eba r\u016fzn\u00fdch grilovac\u00edch setk\u00e1n\u00ed nebo p\u0159edn\u00e1\u0161ek s dal\u0161\u00edmi nadan\u00fdmi dosp\u011bl\u00fdmi, p\u0159\u00edpadn\u011b se zapojit do Mensy \u010cR.<\/li>\n\n\n\n
    2. P\u011bstovat sebev\u011bdom\u00ed a sebed\u016fv\u011bru: pro nadan\u00e9 jedince je nutn\u00e9 realisticky se vyrovnat s perfekcionismem a p\u0159estat se sna\u017eit zal\u00edbit druh\u00fdm; uv\u011bdomit si sv\u00e9 kvality.<\/li>\n\n\n\n
    3. Soucit se sebou: b\u00fdt si nejlep\u0161\u00edm p\u0159\u00edtelem, b\u00fdt k sob\u011b laskav\u00fd, uv\u011bdomovat si lidskou soun\u00e1le\u017eitost, ale nesna\u017eit se \u010derpat svoji hodnotu z porovn\u00e1v\u00e1n\u00ed se zaveden\u00fdmi spole\u010densk\u00fdmi normami.<\/li>\n\n\n\n
    4. V\u0161\u00edmavost: uv\u011bdomovat si to, co se d\u011bje v p\u0159\u00edtomn\u00e9m okam\u017eiku, bez o\u010dek\u00e1v\u00e1n\u00ed, posuzov\u00e1n\u00ed, hodnocen\u00ed a snahy o kontrolu nebo zm\u011bnu.<\/li>\n\n\n\n
    5. P\u0159\u00edtomnost: v\u011bnovat pozornost tomu, co jedinec pr\u00e1v\u011b d\u011bl\u00e1, a b\u00fdt u toho celou svou pozornost\u00ed.<\/li>\n\n\n\n
    6. B\u00fdt s\u00e1m sebou: uskute\u010dnit sv\u00e9 bytostn\u00e9 j\u00e1, nezapomenout, k\u00fdm opravdu s\u00e1m je.<\/li>\n\n\n\n
    7. Postavit se za sebe: nezapom\u00ednat na sebe a svoje pot\u0159eby, \u0159\u00edct sv\u016fj n\u00e1zor.<\/li>\n\n\n\n
    8. Vyh\u00fdbat se tomu, co \u0161kod\u00ed: d\u011blat radost sob\u011b, dop\u0159\u00e1t si odpo\u010dinek.<\/li>\n\n\n\n
    9. Samota: nadan\u00ed \u010dasto pro zklidn\u011bn\u00ed rozbou\u0159en\u00fdch emoc\u00ed pot\u0159ebuj\u00ed b\u00fdt chv\u00edli o samot\u011b.<\/li>\n\n\n\n
    10. Smysly: vytv\u00e1\u0159et si p\u0159\u00edjemn\u00e9 prost\u0159ed\u00ed k \u017eivotu.<\/li>\n\n\n\n
    11. Vyrovnat se se \u017eivotem, jak\u00fd je: p\u0159ijmout druh\u00e9 lidi, v\u011bci a okolnosti.<\/li>\n\n\n\n
    12. Vyrovnat se s neur\u010ditost\u00ed: rozv\u00edjet psychologickou flexibilitu a adaptabilitu; zauj\u00edmat m\u00edrn\u00fd odstup a nadhled nad ud\u00e1lostmi ka\u017edodenn\u00edho \u017eivota, ale nad vlastn\u00edmi my\u0161lenkami a emocemi t\u00fdkaj\u00edc\u00edmi se budoucnosti.<\/li>\n\n\n\n
    13. Empatie, altruismus a soucit: vyu\u017e\u00edvat v\u00fdhody t\u011bchto dovednost\u00ed, schopnost empatie ale vyv\u00e1\u017een\u011b spojovat s emo\u010dn\u00ed sebeobranou, nep\u0159ej\u00edmat negativn\u00ed emoce.<\/li>\n\n\n\n
    14. Intuice: nau\u010dit se v\u00edce spolehnout na vlastn\u00ed instinkt a intuici, nesna\u017eit se tolik p\u0159izp\u016fsobit analytick\u00e9mu p\u0159\u00edstupu v\u011bt\u0161inov\u00e9 spole\u010dnosti.<\/li>\n\n\n\n
    15. Psychohygiena: pravideln\u011b se v\u011bnovat n\u011b\u010demu, co dan\u00e9ho \u010dlov\u011bka bav\u00ed a napl\u0148uje.<\/li>\n\n\n\n
    16. Nad\u00e1n\u00ed a posl\u00e1n\u00ed: rozv\u00edjet sv\u016fj potenci\u00e1l \u2013 pr\u00e1v\u011b jeho rozvoj dod\u00e1 nadan\u00e9mu \u010dlov\u011bku sebed\u016fv\u011bru, radost a spokojenost, kter\u00e9 jej pak u\u010din\u00ed imunn\u00edm v\u016f\u010di kritice a perfekcionismu.<\/li>\n\n\n\n
    17. Zastavit my\u0161lenky: odv\u00e1d\u011bt pozornost od my\u0161lenek jinam, nebo k nim zauj\u00edmat postoj vn\u011bj\u0161\u00edho pozorovatele.<\/li>\n<\/ol>\n\n\n\n

      <\/p>\n\n\n\n

      Zdroje:<\/strong>
      Bo\u0159\u00edkov\u00e1, H. (2017). Utrpen\u00ed mal\u00e9ho g\u00e9nia. \u010cesk\u00e9 \u0161koly netu\u0161\u00ed, co s nadan\u00fdmi \u017e\u00e1ky. Retrieved from Euro website: https:\/\/www.euro.cz\/light\/utrpeni-maleho-genia-ceske-skoly-netusi-co-s-nadanymi-zaky-1369570#utm_medium=selfpromo&utm_source=euro&utm_campaign=copylink.
      Cihelkov\u00e1, J. (2017). Nadan\u00e9 d\u00edt\u011b ve \u0161kole. N\u00e1m\u011bty do v\u00fduky pro celou t\u0159\u00eddu. Praha: Port\u00e1l.
      Havigerov\u00e1, J. M. (2011). P\u011bt pohled\u016f na nad\u00e1n\u00ed. Praha: Grada.
      Mr\u00e1zov\u00e1, K. (Interviewer) & Sm\u00edtkov\u00e1, I. (Interviewee). (2016). Nadan\u00e9 d\u011bti maj\u00ed probl\u00e9m za\u010dlenit se do kolektivu, tvrd\u00ed psycholo\u017eka. Retrieved from den\u00edk.cz website: https:\/\/www.denik.cz\/z_domova\/nadane-deti-maji-problem-zaclenit-se-do-kolektivu-tvrdi-psycholozka-20161112.html.
      Mudr\u00e1k, J. (2015). Nadan\u00e9 d\u011bti a jejich rozvoj. Praha: Grada.
      Nadan\u00e9 d\u011bti. (No date). Jak se nadan\u00ed \u017e\u00e1ci u\u010d\u00ed. Retrieved from http:\/\/www.nadanedeti.cz\/pro-ucitele-jak-se-nadani-zaci-uci.
      Nadan\u00e9 d\u011bti. (No date). Standard komplexn\u00ed diagnostiky mimo\u0159\u00e1dn\u00e9ho nad\u00e1n\u00ed. Retrieved from http:\/\/www.nadanedeti.cz\/odborne-zdroje-zakladni-informace-standard-diagnostiky-mn
      Nadan\u00e9 d\u011bti. (No date). Vhodn\u00e9 strategie p\u0159i vzd\u011bl\u00e1v\u00e1n\u00ed nadan\u00fdch \u017e\u00e1k\u016f. Retrieved from http:\/\/www.nadanedeti.cz\/pro-ucitele-strategie-vzdelavani.
      N\u00e1rodn\u00ed \u00fastav pro vzd\u011bl\u00e1v\u00e1n\u00ed (2016). Standard komplexn\u00ed diagnostiky mimo\u0159\u00e1dn\u00e9ho (intelektov\u00e9ho) nad\u00e1n\u00ed. Retrieved from http:\/\/www.nuv.cz\/uploads\/rovne_prilezitosti_ve_vzdelavani\/nadani\/diagnostika\/standard_diagnostiky_mn_2018_12_06.pdf
      N\u00e1rodn\u00ed \u00fastav pro vzd\u011bl\u00e1v\u00e1n\u00ed. (No date). Vymezen\u00ed nad\u00e1n\u00ed, charakteristiky nadan\u00fdch a dvoj\u00ed v\u00fdjime\u010dnost. Retrieved from http:\/\/www.nuv.cz\/t\/nadani\/vymezeni-nadani-a-charakteristiky-nadanych.
      Pe\u0161ov\u00e1, I., & \u0160amal\u00edk, M. (2006). Poradensk\u00e1 psychologie pro d\u011bti a ml\u00e1de\u017e. Praha: Grada.
      Porte\u0161ov\u00e1, \u0160. (No date). Asynchronie: nov\u00e1 definice nad\u00e1n\u00ed. Retrieved from http:\/\/www.nadanedeti.cz\/pro-odborniky-asynchronie.
      Porte\u0161ov\u00e1, \u0160. (No date). Mo\u017en\u00e9 soci\u00e1ln\u00ed a emocion\u00e1ln\u00ed probl\u00e9my nadan\u00fdch d\u011bt\u00ed. Retrieved from http:\/\/www.nadanedeti.cz\/pro-psychology-problemy.
      Porte\u0161ov\u00e1, \u0160. (No date). Mo\u017enosti pr\u00e1ce s nadan\u00fdmi d\u011btmi ve \u0161kole. Retrieved from http:\/\/www.nadanedeti.cz\/pro-ucitele-moznosti-prace.
      Porte\u0161ov\u00e1, \u0160. (No date). Nad\u00e1n\u00ed ve sv\u011btle sou\u010dasn\u00e9 psychologie. Retrieved from http:\/\/www.nadanedeti.cz\/pro-rodice-nadani-a-psychologie.
      Porte\u0161ov\u00e1, \u0160. (No date). Typologie nadan\u00fdch d\u011bt\u00ed. Retrieved from http:\/\/www.nadanedeti.cz\/pro-ucitele-typologie-deti.
      Spitzer, M. (2012). Jste sv\u00fdm mozkem. Retrieved from https:\/\/www.festo.com\/PDF_Flip\/trends_in_automation\/1_2012\/CZ\/files\/assets\/seo\/page8.html.
      Stehl\u00edkov\u00e1, M. (2016). \u017divot s vysokou inteligenc\u00ed. Pr\u016fvodce pro nadan\u00e9 dosp\u011bl\u00e9 a nadan\u00e9 d\u011bti. Praha: Grada.
      Stehl\u00edkov\u00e1, M. (2018). Nadan\u00e9 d\u00edt\u011b. Jak mu pomoci ke \u0161t\u011bst\u00ed a \u00fasp\u011bchu. Praha: Grada.
      \u0160ance d\u011btem. (2015, February 28). Jak poznat a vzd\u011bl\u00e1vat mimo\u0159\u00e1dn\u011b nadan\u00e9 d\u00edt\u011b? [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=lccPtIzLd9U.
      \u0160\u00e1rka Porte\u0161ov\u00e1. (2015, December 31). Dvoj\u00ed v\u00fdjime\u010dnost – nadan\u00e9 d\u011bti s handicapem [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=hjsgUKoNa9c&feature=share.
      \u0160\u00e1rka Porte\u0161ov\u00e1. (2015, September 11). Jak poznat nad\u00e1n\u00ed? [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=sFKOVBRSezw&fbclid=IwAR0pmcLRX8lLI2yI_UOuU6rzk-EHQQ2_7nJyJPZlatYyFFC30ycQ-otDq9U.
      \u0160\u00e1rka Porte\u0161ov\u00e1. (2016, March 22). Jak u\u010dit nadan\u00e9 [Video file]. Retrieved from https:\/\/www.youtube.com\/watch?v=-dU-MgwaZ-4.
      Valentov\u00e1, M. (Interviewer) & Vondr\u00e1kov\u00e1, E. (Interviewee). (2017). Sou\u010dasn\u00fd \u0161koln\u00ed syst\u00e9m m\u016f\u017ee nadan\u00fdm d\u011btem \u0161kodit. Nez\u0159\u00eddka doch\u00e1z\u00ed k jejich \u0161ikan\u011b [Interview transcript]. Retrieved from R\u00e1dio Junior website: http:\/\/www.radiojunior.cz\/soucasny-skolni-system-muze-nadanym-detem-skodit-nezridka-dochazi-k-jejich-sikane–1780311?fbclid=IwAR0IvjH6WbG_scDFmiklk-Gu2tgGwATuUCM1Xow9kbwC5jQtZ-E8oBl-ms4.
      Z\u00e1me\u010dn\u00edk, M. (2017). Koment\u00e1\u0159: D\u011bti s p\u0159\u00edvlastkem GT. Retrieved from Euro website: https:\/\/www.euro.cz\/blogy\/komentar-deti-s-privlastkem-gt-1369820.<\/p>\n","protected":false},"excerpt":{"rendered":"

      V\u00a0tomto \u010dl\u00e1nku najdete souhrn sou\u010dasn\u00fdch poznatk\u016f o mimo\u0159\u00e1dn\u00e9m nad\u00e1n\u00ed a nositel\u00edch t\u00e9to \u201ediagn\u00f3zy\u201c, a to jak z\u00a0hlediska teorie, tak \u2013 a to hlavn\u011b \u2013 z\u00a0hlediska doporu\u010den\u00ed z praxe.<\/p>\n","protected":false},"author":26,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[72,9,32,3,40],"tags":[70,57,60],"class_list":["post-3928","post","type-post","status-publish","format-standard","hentry","category-rozvoj-potencialu","category-kreativita","category-osobnirozvoj","category-svoboda","category-vyber-skoly","tag-rozvoj-potencialu","tag-sebevedomi","tag-talent"],"_links":{"self":[{"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/posts\/3928","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/comments?post=3928"}],"version-history":[{"count":9,"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/posts\/3928\/revisions"}],"predecessor-version":[{"id":4031,"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/posts\/3928\/revisions\/4031"}],"wp:attachment":[{"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/media?parent=3928"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/categories?post=3928"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.probud.cz\/blog\/wp-json\/wp\/v2\/tags?post=3928"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}