The inclusion of gifted students in regular education represents a significant challenge for contemporary educational systems. This study, based on a literature review, analyzes the main difficulties faced by educators and managers in the inclusion process, as well as viable educational alternatives to maximize the potential of these students.
Introduction
Giftedness is often associated with a high intelligence quotient (IQ) and professional skills in specific areas of knowledge. However, identification and support for these students remain limited in the traditional educational context. The lack of adequate teacher training, inflexible pedagogical methods and attitudinal barriers are factors that hinder the adaptation of these students to regular education. This article reviews the main barriers faced by gifted students and discusses educational strategies that promote effective inclusion.
Methodology
This is a theoretical study, based on a literature review, based on renowned authors in the field of giftedness, such as Renzulli (2004), Antipoff and Campos (2010) and Maia-Pinto and Fleith (2004; 2015). The research is characterized as qualitative and exploratory, analyzing normative documents and research on the inclusion of gifted students in Brazil.
Main Challenges
The analysis highlighted four primary challenges in the process of including gifted students:
Advanced teacher training: Many teachers do not receive sufficient training to identify and serve students with high abilities.
Difficulty in identifying gifted students: The lack of standardized criteria and multidisciplinary teams in schools makes it difficult to recognize these students.
Traditional teaching and lack of differentiated methodologies: The conventional pedagogical model does not meet the needs of these students, leading to demotivation and underutilization of their skills.
Barriers, attitudes and myths about giftedness: Stereotypes such as the belief that all gifted people excel in all areas or that they do not need pedagogical support that involves inclusion.
Educational Alternatives
In view of these challenges, three strategies were identified as recommendations for the inclusion of gifted students in regular education:
Curricular Enrichment: Proposes complementary activities and in-depth content, allowing students to explore their interests and potential more broadly.
Teaching Acceleration: Includes strategies for continuous advancement and early entry into more advanced levels of education, promoting learning that is compatible with the student’s pace.
Adaptation of Pedagogical Strategies: Use of innovative methodologies, such as project-based learning, mentoring and academic challenges, allowing for more flexible and motivating teaching.
Conclusion
The inclusion of gifted students in regular education requires structural and attitudinal changes in the educational system. Ongoing teacher training, the implementation of appropriate public policies, and curricular flexibility are essential to ensure a learning environment that favors the full development of these students. By overcoming the identified barriers, it is possible to transform the school into an inclusive and challenging space that respects and values intellectual and cognitive diversity.
Reference:
SILVA, Erica Dantas da; COÊLHO, Raimunda de Fátima Neves; MILÃO, Davi. Process of inclusion of gifted students in regular education: a discussion of educational challenges and alternatives. Practical Teaching Journal, Confresa / MT, v. 1, n. 2, p.
