A adaptação curricular e o trabalho multidisciplinar para a inclusão de estudantes com Altas Habilidades E Superdotação (AH/SD): Estudo de Caso.

Abstract

In this article, we share reflections obtained through a case study involving a student with High Abilities and Giftedness (AH/G) and their teachers to understand the strategies for curriculum adaptation for the student's educational inclusion, as well as the importance of co-teaching for their full development. The research adopts a qualitative approach, outlined as a case study. Data were collected through interviews conducted with the AH/G student, the lead teacher, and the Specialized Educational Assistance (SEA) teacher in a municipal public school in Rio Grande do Sul, Brazil. Data analysis was performed using the methodology of Discursive Textual Analysis (DTA) proposed by Moraes and Galiazzi (2011). The analysis was grounded in theoretical contributions from authors addressing the theme of High Abilities and Giftedness. The results confirmed the importance of recognizing the student's needs as inclusive strategies for curriculum adaptations were implemented. Furthermore, the collaboration between the lead teacher and the SEA teacher was shown to be essential, as the co-teaching developed in the school ensures all the necessary support to develop the student's potential.