TEACHER TRAINING AND PEDAGOGICAL STRATEGIES FOR THE INCLUSION OF STUDENTS WITH GIFTEDNESS/TALENTED ABILITIES IN REGULAR SCHOOLS

Abstract

The objective of this study was to investigate the concept of giftedness and talent and the teacher training necessary to support students with these characteristics, as well as to analyze the most effective pedagogical strategies for their development. The methodology used consisted of a theoretical review of academic studies, articles, and legislation on the topic, aiming to understand the definitions, challenges in teacher training, and pedagogical practices for this group. The results showed that, for students with giftedness and talent, teacher training is still insufficient, and specific programs are needed to help teachers identify and meet the needs of these students. Furthermore, it was found that the application of differentiated pedagogical strategies is essential to ensure these students are challenged according to their potential, fostering their intellectual and creative development. It is concluded that investing in teacher training is urgent, providing ongoing education and practical strategies to ensure quality inclusive education for all students with giftedness and talento.