Paths of Inclusion: Perceptions of Parents and Teachers on the Schooling of Students with Dual Exceptionality in the Brazilian Context
Dual Exceptionality, characterized by the coexistence of High Abilities/Giftedness and neurodevelopmental disorders, represents a complex phenomenon that challenges traditional identification and schooling models. The study aimed to understand the perceptions of parents or guardians, teachers, and other education professionals regarding the schooling of students with Dual Exceptionality in the Brazilian context, investigating challenges, pedagogical strategies, and possibilities for inclusion based on equity. The research adopted a qualitative, exploratory, and descriptive approach, and collected data through an online, voluntary, and anonymous questionnaire answered by 25 participants. Discursive data were analyzed using thematic content analysis. The results indicated that knowledge about the topic is often built from personal and professional experiences, revealing gaps in systematic training. Difficulties were identified in identifying these students, in teacher training, and in implementing individualized educational plans, pedagogical flexibility, and curriculum enrichment. Socio-emotional repercussions, such as frustration and low self-esteem, were reported. However, some schools demonstrated inclusive practices based on equity, articulating specific needs and potentialities. Although the results do not allow for generalizations, they highlighted the need to strengthen professional training and the articulation between school, family, and specialized services. It was concluded that the inclusion of students with Dual Exceptionality requires practices that simultaneously recognize their difficulties and potentialities, ensuring equitable conditions for participation, learning, and development.
Keywords: Human development; Teacher training; School inclusion; Neurodivergence; Pedagogical practices.