Abstract

TOLEDO, Maria Amélia Vieira; CRUZ, Cleya da Silva Santana; FILGUEIRAS, Karina Fideles  and  OLIVEIRA, Leida Calegário de. Advances and challenges in identifying high-ability and gifted students: A decade of data^1,2. Educ. Pesqui. [online]. 2025, vol.51, e284493.  Epub July 28, 2025. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202551284493en.

The Brazilian Ministry of Education (MEC), through the Secretariat for Special Education (Seesp), promotes actions aimed at the access, participation and development of students with high abilities and giftedness in regular schools. This condition refers to the high potential of aptitudes, talents, and skills, displayed since childhood, and evidenced by high performance in several fields of human activities, such as the intellectual, academic, artistic, leadership, and psychomotor areas. This study aims to carry out a theoretical review of the main approaches to high abilities and giftedness, in addition to analyzing the prevalence of enrollments of students identified in Special Education, in Regular Classes, in Brazil, in the period from 2013 to 2023. The data were obtained from the School Census available on the website of the National Institute of Studies and Educational Research Anísio Teixeira (INEP). The results indicate a significant growth in the identification of students with high abilities, enrolled in basic education. We have observed a rising trend in the number of enrollments over the past 10 years, especially in the South and Central-West regions, and fluctuations in the Southeast in 2019. These results highlight the need for more consistent educational policies and investment in teachers’ training, especially in the North and Northeast regions. It is concluded that early identification and appropriate care, in accordance with the National Policy for Special Education, are essential for these students to develop their full potential.

Keywords : Education; Learning; High abilities; Giftedness; Specific educational needs..

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