HIGH ABILITIES/GIFTEDNESS IN THE SCHOOL CONTEXT: CHALLENGES IN IDENTIFICATION, INCLUSION, AND PEDAGOGICAL PRACTICES

Abstract

High Abilities/Giftedness (HA/G) are part of the field of Special Education and require identification and support processes capable of recognizing students’ potential and educational needs. Despite advances in inclusive policies and scientific research, many students remain underidentified in the school setting due to persistent myths, insufficient teacher training, and difficulties related to the implementation of appropriate pedagogical practices. This article aims to analyze, through a literature review, the main challenges related to the identification, inclusion, and educational support of students with AH/SD. Methodologically, it is characterized as a bibliographic, qualitative, theoretical, exploratory, and descriptive study, grounded in research addressing the school environment, identification, teacher training, specialized educational support, and inclusive practices. The analyzed literature demonstrates that students with AH/SD constitute a heterogeneous group and that their identification should not be limited to academic performance; rather, cognitive, social, and emotional aspects must be considered. The studies also highlight the importance of initial and continuing teacher training, coordination among schools, families, and specialized professionals, and the adoption of curriculum enrichment practices. It is concluded that effective inclusion depends on transforming formally guaranteed rights into concrete conditions for identification, support, and the development of students’ potential.