School Enrichment Activities as a Strategy to Contribute to the School Inclusion of Students With High Ability/Giftedness

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Abstract

This article aims to discuss the school inclusion of students with high ability/giftedness (AH/SD), given that educational inclusion is present in most Brazilian schools. However, this still seeks to be an effective school inclusion that goes beyond ensuring enrollment of students with special educational needs (NEEs) in regular school. Thus, it is intended that public policy efforts to move that student to remain in school due to the quality of teaching and learning which this one is entitled. To collaborate with this discussion will be presented the investigation of educational inclusion of a student with indicators AH/SD, registered in the early grades of a public school in the city of Santa Maria, Rio Grande do Sul. The research set is qualitative, descriptive, and of case study type. Data were collected from the observation of everyday classroom in which the student was enrolled, also featured school enrichment activities, and interviews with the teacher and the parents of the student. Subsequently the interview was transcribed and the data were analyzed descriptively relating them to the participants that the researchers conducted observations in the school environment. At the end of the research it was found that the pedagogical strategies that the teacher used did not contribute to the school inclusion of student with indicators of AH/SD. Unfortunately, these data reveal that the inclusion of these school students still have a long way to go, considering that many teachers still do not recognize that students with AH/SD present NEEs, so many of these students are still invisible in classrooms.

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How to Cite
Freitas, S. N., & Rech, A. J. D. (2015). School Enrichment Activities as a Strategy to Contribute to the School Inclusion of Students With High Ability/Giftedness. Education Policy Analysis Archives, 23, 30. https://doi.org/10.14507/epaa.v23.1639
Section
Educação especial: diferenças, currículo e processos de ensino e aprendizagem
Author Biographies

Soraia Napoleão Freitas, Universidade Federal de Santa Maria – UFSM

Professora do Programa de Pós-graduação em Educação, Mestrado e Doutorado, na Linha de Pesquisa Educação Especial, da UFSM. Professora do Departamento de Educação Especial da mesma instituição. Bolsista Produtividade em Pesquisa do CNPq. Líder do GPESP Grupo de Pesquisa em Educação Especial: Interação e Inclusão Social. Autora de artigos e livros, tendo priorizado publicações na área das altas habilidades/superdotação. Último livro publicado: “Altas habilidades/superdotação: atendimento educacional especializado”. 

Andréia Jaqueline Devalle Rech, Universidade Federal de Santa Maria – UFSM

Licenciada em Educação Especial, Especialista em Educação Especial, Mestre em Educação, todos pela Universidade Federal de Santa Maria – UFSM. Atualmente, é Doutoranda em Educação, Linha de Pesquisa em Educação Especial, pelo Programa de Pós-graduação em Educação da UFSM. Pesquisadora do GPESP Grupo de Pesquisa em Educação Especial: Interação e Inclusão Social. A autora é pesquisadora na área de Educação Especial, priorizando suas publicações na área de altas habilidades/superdotação. Autora de capítulos de livros e artigos relevantes na área da Educação Especial.