THE SINGULARITY OF NEUROPLASTICITY IN THE GIFTED: HOW INCLUSIVE EDUCATION CAN TRANSFORM POTENTIALS INTO ACHIEVEMENTS

Resumen

This article aimed to analyze how the uniqueness of neuroplasticity manifests itself in gifted individuals and how this influences their educational development. Methodologically, an integrative literature review was conducted based on recent neuroscientific studies, using as primary reference neuroimaging research (fMRI and PET) and analyses of the specialized literature on giftedness. The findings demonstrate that gifted individuals possess a superior capacity for brain reorganization, especially evident in areas related to logical reasoning, creativity, and complex problem-solving. These neurobiological characteristics allow them to adapt more quickly and effectively to cognitive challenges. In conclusion, the study highlights that such scientific evidence demands changes in traditional pedagogical practices. It was concluded that inclusive education for gifted individuals must go beyond mere curricular adaptation, incorporating innovative pedagogical approaches and environments that continually promote intellectual challenges compatible with high neurocognitive capacity. Furthermore, the urgency of specific public policies is emphasized to ensure the early identification and comprehensive development of these students, contributing to their unique capabilities being explored to the fullest.