PEDAGOGICAL PRACTICES FOR STUDENTS WITH HIGH ABILITIES/GIFTEDNESS: IDENTIFICATION, CURRICULUM ENRICHMENT, AND INCLUSIVE PLANNING

Abstract

This article discusses pedagogical practices for students with High Abilities/Giftedness (HA/G), focusing on inclusive education that recognizes learning potential and individual needs. It is a qualitative narrative review drawing on studies of identification, curriculum enrichment and teacher education, as well as a reference text and normative documents. The analysis relates sources with different objectives, methods and scopes without treating them as equivalent forms of evidence. The studies indicate that identification has educational value when it helps clarify students’ interests and learning needs and informs pedagogical decisions. The sources describe curriculum-enrichment experiences, but they do not establish that any single format is effective in every context. The discussion also addresses coordination between specialized educational services and the mainstream classroom, teacher education, collaborative planning and institutional conditions. As an analytical synthesis, the article proposes an interpretive planning pathway with five stages: observation; case study and goal setting; enrichment experiences; coordination between specialized educational services and the mainstream classroom; and recording and monitoring learning. This pathway is not a validated protocol. The article concludes that inclusive practices require continuity, responsiveness to students’ needs and contextualized assessment. The review has limitations, including the fact that the full history of bibliographic searches cannot be reconstructed. Further research could examine implementation across different school settings.