INCLUSIVE PRACTICES IN SPECIALIZED EDUCATIONAL CARE FOR STUDENTS WITH HIGH ABILITIES/GIFTEDNESS

Abstract

The educational inclusion of students with high abilities/giftedness remains a challenge within school systems, particularly due to the lack of specific pedagogical practices and insufficient public policies targeted at this population. In this context, the present study is justified by the need to strengthen the role of Specialized Educational Assistance (SEA) as an effective tool for valuing diversity and promoting educational equity. The objective of this research was to analyze the theoretical and legal foundations of SEA, identify the characteristics and needs of gifted students, and investigate the most effective inclusive pedagogical practices in this context. The methodology consisted of a literature review, with a qualitative and exploratory approach, based on national and international academic publications from 2021 to 2025. The selected works addressed giftedness, inclusive education, and differentiated practices within SEA. The results revealed that students with high abilities/giftedness require flexible, challenging, and personalized teaching strategies, as well as continuous emotional support and recognition of their singularities. Moreover, the importance of specialized teacher training, collaborative teaching practices, and the articulation between public policies and school practices was emphasized. It is concluded that SEA can be an effective space for inclusion when structured on humanizing principles, differentiated methodologies, and institutional commitment to diversity. The findings highlight the urgency of investing in teacher education and the development of school environments that embrace and enhance different learning profiles.