Inclusion of pupils with high abilities/ gifted in mainstream schools: Implications and possibilities

Our professional work with highly able and gifted pupils (HA/G) between 2007 and 2008 motivated us to conduct research into the inclusion of HA/G pupils in mainstream schools. The study was conducted in four schools, involving four primary school teachers. Its theoretical framework drew upon the work of Alencar and Fleith (2001; 2007), Bates and Munday (2007), Extremiana (2005), Chagas (2007), Mantoan (2003, 2006), Pérez (2003; 2004, 2007), Renzulli (2004) and Virgolim (2007), Winner (1998), amongst others. The results showed that the inclusion of students with AH/SD in mainstream schools presents difficulties, such as a lack of material resources to meet these students' needs and teachers without specific training. The participants recognised the superior potential of their students and called for continuing professional development as a means of implementing teaching practices in the areas of interest to students with AH/SD. The study contributes to critical reflection among teachers and other professionals seeking to implement inclusive activities for special educational needs students, particularly those with AH/SD, who are included in mainstream schools, and serves as a reference for further research.