The main theoretical and methodological approaches to the study of giftedness are regarded in the research, their analysis is carried out.
It is suggested to use the theoretical and methodological positions of analysis of giftedness on two levels: the first level is the theoretical approaches that allow to position giftedness in society, the second one is those that expose the essential features of this phenomenon.
The analysis of various definitions of giftedness led to the conclusion that giftedness represents the integration of abilities, social and personal preconditions, that allows to achieve higher results (higher of conditionally «average») in a certain area of activity.
The analysis of the key models of giftedness is done in the research.
It is suggested to use three groups of characteristics to portray gifted students. The first group is social characteristics. The second group of characteristics is intellectually mental. The third group of characteristics is psychological. The analysis of these groups of characteristics has shown that all these features of gifted pupils are manifested differently and can encounter specific obstacles in the way of their development depending on individual characteristics and their environment.
The generalization of the results of own researches and studies of a wide range of domestic and foreign scholars allowed us to group the problem areas of self-realization of gifted pupils. These include: the state of the social environment, problems of social interaction, communicative and psychological-personal. It is shown that social expectations play a special role in the self-realization of gifted students and overcoming / non-overcoming their identified problem areas.
Considering different approaches to the analysis of factor determination of giftedness (genetic, functional, adaptive, and probabilistic) and on the basis of empirical data analysis, four key groups of factors of self-realization of gifted pupils are singled out: general public factors; personal factors; the immediate environment; the educational local environment; cultural and educational macro environment.
The generalization of the different aspects of self-realization of gifted pupils allowed us to propose a typology of the risks of this process. These risks include social risks, school risks, family risks and individual risks.
The analysis of working experience in Ukraine and other countries on working with gifted children has demonstrated the presence of two main areas of such work: research-modeling and practical-oriented.
On the basis of the analysis of the characteristics of gifted pupils, the factor determination of their self-realization and the risks of this process, a program of support for gifted pupils that includes normative and scientific-methodological basis, training of educational institutions for work with gifted pupils, resource support, public recognition of gifted pupils and their material encouragement is proposed. It is shown that the effective solution of the questions of self-realization of gifted pupils is associated with the use of the potential of stakeholder management, which provides for the audit stakeholders through the prism of their interests to the gifted pupils, the opportunities to participate in various stages of integrative approach of their education and others.У роботі розглянуто основні теоретичні та методологічні підходи до дослідження обдарованості, окреслено їх можливості та обмеження. Здійснено аналіз сутності обдарованості та її видів. На основі опрацювання моделей обдарованості визначено її елементи, що мають принципове значення для самореалізації особистості як процесу втілення у життя свого індивідуального потенціалу.
Розглянуто три групи характеристик обдарованих учнів: соціокультурні, інтелектуально-розумові та психологічні.
На основі аналізу різних підходів до факторної детермінації обдарованості виокремлено чотири групи чинників самореалізації обдарованих учнів. Здійснено систематизацію проблемних зон даного процесу та запропоновано типологію його ризиків.
Розглянуто зарубіжний і вітчизняний досвід роботи з обдарованими дітьми та на основі розкриття потенціалу стейкхолдер-менеджменту удосконалено програмні основи супроводу обдарованих учнів