Giftedness and Attention Deficit Hyperactivity Disorder
inclusive educational practices
Keywords:
Attention Deficit Disorder with Hyperactivity, Education, GiftedAbstract
The purpose of this study was to assess the advances and challenges in the process of educational inclusion of three groups: gifted students, students with attention deficit hyperactivity disorder and gifted students with attention deficit hyperactivity disorder. Six students enrolled in common inclusive classes in the public education network of Brazil Federal District, aged between 12 and 17, participated in the investigation. Two school principals, six teachers and six family members, totaling 20 participants, contributed to the elucidation of cases. The results indicate that the implementation of public educational policies, family support, training of professionals specialized in inclusive education and support from specialized educational services favor the three groups of students’ process of educational inclusion. It was concluded that the implementation of inclusive educational practices is a complex process that depends on the entire school community.
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