| Summary: | The international context of concretization of the human rights includes a movement that
reinforces the relevance of the social inclusion of people with special needs. Regarding
the field of education, the inclusion process of students with special needs in the regular
classes has as basic principles the equity of conditions and opportunities for all students.
In the last decades, a growing interest has been noted among researchers and educators
for gifted students who present superior abilities as well as behavioral, emotional and
learning issues. The overlap of both of these traits apparently antagonists is called twiceexceptionality. This study aimed to analyze the educational inclusion of a twiceexceptional student in elementar school from the perspective of his mother, the school
managers, teachers and himself. It was investigated the factors that contributed to the
inclusion of the student, as well as the challenges faced and the role of the specialized
educational service for gifted student in this process. The Renzulli Three-Ring conception
of giftedness was adopted as theoretical model. The methodological framework adopted
was a qualitative approach of a single case study. The research participant was an 11 years
old male student with twice-exceptional characteristics. At the time of the data collection,
the student was included in a 7th grade regular class of a public school, and attended a
specialized educational service class for gifted students of the Federal District Secretary
of Education. To collect the data, the following instruments were used: semi-structured
interviews, documental analysis and observations in the school context. The data was
analyzed through qualitative content analysis. The results showed the inclusion of the
twice-exceptional student in the regular class as a well succeeded procedure. During his
school trajectory, he could count on a systematized network, committed to his full
cognitive, social and emotional development. His excellent academic performance and
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the earned progresses, especially with regard to socio-emotional aspects, were determined
by a positive confluence of several factors asssociated both to the school and family
environments. The challenges involved in the inclusion process were related to the
student’s socioemotional difficulties. It was verified that the specialized educational
service for gifted students favored the inclusion process of the twice-exceptional student
in the regular class, to the extent that it provided an impulse to his global development.
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