Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

当前，在西方社会中，可以区分出五个重大的范式转变，它们影响了荷兰和佛兰德的资优教育：（a）一种包容性的教育方式，（b）对教育需求的回应，（c）关于资优的新观点，（d）社会建构主义，以及（e）循证教学。在这篇评论文章中，在这五个重大的范式转变的背景下，对荷兰和佛兰德州小学的资优学生的教育定位进行了解释。从理论角度看，理想的理想状态与荷兰语和佛兰德语教育当前可以实现的之间存在着摩擦。变革的过程表明，需要有才能的专家从事天才教育。由于法律已经规定了荷兰和法兰德斯的基本教师资格，