INCLUSIVE EDUCATION AND HIGH ABILITIES/GIFTEDNESS: CHALLENGES FOR IDENTIFICATION AND SPECIALIZED EDUCATIONAL SUPPORT

Abstract

This study analyzes the challenges related to the identification and specialized educational support of students with high abilities/giftedness within the context of Brazilian inclusive education. This is a qualitative, exploratory, and descriptive study based on a literature review and documentary analysis of legislation, public policies, School Census data, and classical and recent scientific publications. The results indicate regulatory advances, growth in registered enrollments, and greater recognition of these students as part of the Special Education target population. However, problems such as underidentification, regional inequalities, insufficient teacher training, weaknesses in official records, and limited provision of supplementary educational practices remain. The relationship between official documents and academic literature demonstrates that the realization of educational rights depends on multidimensional identification, individualized planning, curriculum enrichment, acceleration when appropriate, family participation, and stronger specialized educational support. It is concluded that inclusion requires overcoming myths and transforming legal guarantees into continuous, equitable pedagogical actions capable of developing different potentialities throughout all educational stages.