Fleith, Denise de Souza2025-01-232019https://hdl.handle.net/20.500.14135/1630The international context of concretization of the human rights includes a movement that reinforces the relevance of the social inclusion of people with special needs. Regarding the field of education, the inclusion process of students with special needs in the regular classes has as basic principles the equity of conditions and opportunities for all students. In the last decades, a growing interest has been noted among researchers and educators for gifted students who present superior abilities as well as behavioral, emotional and learning issues. The overlap of both of these traits apparently antagonists is called twiceexceptionality. This study aimed to analyze the educational inclusion of a twiceexceptional student in elementar school from the perspective of his mother, the school managers, teachers and himself. It was investigated the factors that contributed to the inclusion of the student, as well as the challenges faced and the role of the specialized educational service for gifted student in this process. The Renzulli Three-Ring conception of giftedness was adopted as theoretical model. The methodological framework adopted was a qualitative approach of a single case study. The research participant was an 11 years old male student with twice-exceptional characteristics. At the time of the data collection, the student was included in a 7th grade regular class of a public school, and attended a specialized educational service class for gifted students of the Federal District Secretary of Education. To collect the data, the following instruments were used: semi-structured interviews, documental analysis and observations in the school context. The data was analyzed through qualitative content analysis. The results showed the inclusion of the twice-exceptional student in the regular class as a well succeeded procedure. During his school trajectory, he could count on a systematized network, committed to his full cognitive, social and emotional development. His excellent academic performance and xiv the earned progresses, especially with regard to socio-emotional aspects, were determined by a positive confluence of several factors asssociated both to the school and family environments. The challenges involved in the inclusion process were related to the student’s socioemotional difficulties. It was verified that the specialized educational service for gifted students favored the inclusion process of the twice-exceptional student in the regular class, to the extent that it provided an impulse to his global development.Documento textualporAcesso abertoInclusão EducacionalDupla ExcepcionalidadeSuperdotaçãoTranstorno de AspergerTranstorno do Espectro AutistaDissertação