READINESS TO PROVIDE PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT TO INTELLECTUALLY GIFTED STUDENTS AS A PEDAGOGICAL PROBLEM
In accordance with modern requirements for taking into account the individual characteristics of students, reflected in the Federal state educational standard of basic General education, one of the most important is the issue of support for students with giftedness. In today's high-tech society, there is a growing need for people who think outside the box, are creative, active, able to solve extraordinary tasks and formulate new, promising goals. Gifted children with extraordinary abilities represent a special social resource that forms the basis of a country's competitiveness in today's unstable world. In the context of school education, intellectual giftedness can be successfully identified, which has an impact on the success of activities. Intellectual giftedness is considered as a complex education. In the currently available theories of intelligence, attempts have been made to systematize the factors that determine giftedness, but there are still many debatable points. Acting as a complex education, intellectual giftedness integrates cognitive, motivational, personal, and value-based individual psychological properties. In the educational process, early identification of students ' intellectual gifts and support is associated with the readiness of teachers. Theoretical aspects of the problem of teachers ' readiness to provide psychological and pedagogical support are not sufficiently presented in scientific research, which hinders the practical training of teachers.