A organização escolar diante da inclusão do aluno com altas habilidades/superdotação: um estudo de caso

Abstract

The present research results from a work of conclusion of course in Special Education Night linked to the Education Center of the Federal University of Santa Maria. The general objective of this research is toanalyze the process of inclusion of students with high abilities / giftedness of a public elementary school in the city of Santa Maria, Rio Grande do Sul. As the theoretical assumptions of this research are the conceptions of the following authors: Alencar & Fleith (2001), Renzulli (2014), Virgolim (2007), Figueiredo (2002), Ferreira (2006), Carvalho (2004), Freitas & Rech (2015), Mendes (2006), among others. In the perspective of inclusive education, it should be pointed out that special education aims to ensure the inclusion of students with disabilities, global developmental disorders and high skills / giftedness (BRASIL, 2011). The present research was characterized as a qualitative research (GIL, 2008; CHEMIN, 2012; MALHOTRA, 2006) of the case study type. For the data collection, a semi-structured interview was used. The Pedagogical Coordinator and the Special Educator participated in the study. The processes of identification happened through actions with researchers of university, some projects no longer exist, which means that the inclusion of these students is not possible. There were some inclusive activities in the resource room, but these activities can not be considered inclusion strategies. However, the results pointed out that the school does not adopt specific procedures and that it is not currently offering AEE for students with AH / SD. One of the reasons for the exclusion of students with AH / SD at school is due to misconceptions about the thematic. In order for the school to play its role, it is necessary a greater effectiveness of pedagogical practices backed by public policies, as well as the school should promote sensitizations or events to raise awareness teachers about the inclusion of students with AH / SD, to demystify preconceptions and myths related to AH / SD. Because these students need a attentive look, so that they can have their special educational needs met.