Educational inclusion: case study of a dual exceptional student

• Autores: Soares Coutinho-Souto, Waleska Karinne, de Souza Fleith, Denise
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: Revistas - Pontificia Universidad Católica del Perú
• Lenguaje: portugués
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/23121
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/23121
• Nivel de acceso: acceso abierto
• Materia: Educational inclusion; Dual exceptionality; Giftedness; Asperger disorder; Inclusión educativa; Doble excepcionalidad; Superdotación; Trastorno de Asperger; Inclusion scolaire; Double exception; Surdouée; Syndrome d’Asperger; Inclusão educacional; Dupla excepcionalidade; Superdotação; Transtorno de Asperger

Schools with an inclusive perspective are considered an efficient tool to fight the discriminatory attitudes. In the case of gifted students, there has been an interest in carrying out studies involving those who present, simultaneously to the higher abilities, behavioral, emotional and learning difficulties, a phenomenon named dual exceptionality. The purpose of this case study was to analyze the educational inclusion of a gifted student with Asperger’s disorder from the perspective of managers, teachers, mother and student himself. The educational inclusion of the participant was considered a complex and multidimensional process because it depends on the participation of the whole school community and family. It was verified that the specialized educational service favored the inclusion of the dual exceptional student.