[en] Educational intervention for high intellectual potential students takes place in the framework of an organizational structure which has an influence thereon since it can hinder the implementation of proposals aimed at meeting the special educational needs that these students have. The purpose of this research is to describe the form or forms that the possibilities or barriers concerning the optimal development of an intervention for high intellectual potential students may take from the perspective of the organizational structure of the education system and its component institutions. To this end, a questionnaire aimed at primary education teachers in the province of Palencia has been drawn up in such a manner that they can express their views on the education received by the most talented students on the basis of education regulations concerning attention to diversity, grouping of students, organization of teachers and educational areas and hours. The results show that the institutions that make up the education system have a rigid organizational structure, which poorly adapts to intervention for these students and which standardizes them and assimilates them to average students without providing a satisfactory response to their educational needs. It is necessary to delve into the characteristics and specificities of the organizational framework upon which educational practice is based in order to bring it into line with the needs of high intellectual potential students. To do so, teachers need to understand who these students are and how they learn, as well as the possibilities and limits of the regulations that underpin the educational practice based on the principles of attention to diversity and inclusiveness.

[es] La intervenci?n educativa con los alumnos de altas capacidades se produce en el marco de una estructura organizativa que la condiciona ya que puede dificultar la puesta en pr?ctica de propuestas destinadas a dar respuesta a las especiales necesidades educativas que presentan. Esta investigaci?n tiene la finalidad de describir qu? forma o formas pueden adoptar las posibilidades y obst?culos para el desarrollo ?ptimo de la intervenci?n con los alumnos de altas capacidades desde la perspectiva de la estructura organizativa del sistema educativo y los centros que lo componen. Para ello, se ha construido un cuestionario destinado al profesorado de educaci?n primaria de la provincia de Palencia para que ponga de manifiesto su percepci?n acerca de la educaci?n que reciben los m?s capaces atendiendo a la normativa educativa en materia de atenci?n a la diversidad, al agrupamiento del alumnado, a la organizaci?n del profesorado, a los espacios y los tiempos educativos. Los resultados indican que los centros que conforman el sistema educativo poseen una estructura organizativa r?gida que dif?cilmente se adapta a la intervenci?n con estos alumnos y que los normaliza, los asimila al perfil del alumno medio sin dar una respuesta satisfactoria a sus necesidades educativas. Es necesario profundizar en las caracter?sticas y peculiaridades del marco organizativo que sustenta la pr?ctica educativa para adecuarlo a las necesidades que presentan los alumnos de altas capacidades. Para ello, es necesario que el profesorado conozca qui?nes son y c?mo aprenden estos alumnos, y qu? posibilidades y l?mites ofrece la normativa en la que se sustenta la pr?ctica educativa basada en los principios de atenci?n a la diversidad e inclusividad.