Abstract

SAGREDO-LILLO, Emilio; ZAPATA, Jorge  and  SALAMANCA-GARAY, Ignacio. Inclusion of Gifted Students in School: Focusing on Mathematics Learning, University Teaching, and Collaborative Work in Both In-Person and Virtual Settings. RISTI [online]. 2024, n.56, pp.21-34.  Epub Dec 31, 2024. ISSN 1646-9895.  https://doi.org/10.17013/risti.56.21-34.

This study addresses the inclusion of students with high abilities and double exceptionality in the Chilean education system and shows that their needs are not adequately addressed due to traditional deficit-oriented approaches. The research highlights the importance of an inclusive approach that recognizes their specificities, focusing on mathematics education and the use of collaboration, both face-to-face and virtual, to promote their cognitive abilities. A document analysis was conducted based on theoretical, empirical and normative sources. The results highlight the importance of collaborative work in the education of high ability students, emphasizing its effectiveness in both physical classes and virtual environments. Furthermore, the implementation of Universal Learning Design (DUA) appears as a crucial strategy to promote inclusion of these students. The study concludes that collaboration between teachers and the use of digital technologies are fundamental for improving the cognitive development and school inclusion of high-ability students.

Keywords : Inclusion; Gifted students; Mathematics learning; University teaching..

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