The National Guidelines (2012 and 2018) highlight an important educational objective: to exploit the potential of each student. The Italian school legislation provides in references that encourage teachers and educators to consider the inclinations, potential and interests of the pupils in the everyday teaching. See for example: L n. 148/1990; L. n. 53/2003; DL n. 59/2004.
How? Keeping the Italian context in mind, with our culture and our sensitivity, if we go back through history we find normative sources that provide educational enrichment, such as: L. n. 440/1997 and DPR n. 275/1999, even if it is thought for disadvantages children.
According to De Angelis (2017) and Brazzolotto (2018; 2019) Italian teachers would feel very disoriented when in a classroom where there is a student with giftedness, as they would not know how to differentiate teaching.
Students with giftedness show specific educational needs (as stated in ministerial note 562 of 3/04/2019), needs that in some cases (NOT always) could cause a school failure. The most common features of gifted children are: curiosity, sensitivity, divergent thought, perfectionism, creativity (Zanetti, 2017; Mormando, 2011), intensity. Neihart and Betts (2010) have identified 6 profiles of gifted students. They are therefore a very heterogeneous group.