Teachers’ personal variables and the inclusion of high-abilities/giftedness students

Abstract

The Inclusive Education is destined to a large target audience of students that have specific educational needs requiring the teacher knowledge and varied strategies to perform pedagogical activities. In the case of students with high-abilities/giftedness, the big problem is not the inclusive process itself but the supplementary educational attention to be given.Teachers and leading team are more concerned with students with low academic achievement than those who exceed in academic, sport or artistic activities. In this perspective, this paper aims to perform literature review about national and international academic productions concerning teacher training and their personal variables required for high-abilities/giftedness students inclusion. Based on the bibliographical productions and the discussions accomplished, we found out that some variables were constant in the studies about teacher training in the high-abilities/giftedness field. We observed that variables such as dedication, flexibility and creativity were highlighted by different studies. Besides these, we emphasize that first the teacher needs to master the knowledge and techniques about what he/she will teach, because only with this domain the professional will be able to make flexible the teaching and reflect about activities that fulfill the requirements of educational specificities of students with high-abilities/giftedness. One of the main variables is the educator’s sensitiveness to perceive the educational needs of his students, thus seeking formation and pedagogical practices aimed at an equitable education.