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Inclusion of High Abilities in the Chilean School Context

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No. 16 (2026): Enero-junio
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Abstract

This article reports on a qualitative study that explores the beliefs and perceptions of a group of ten special education teachers from a School Integration Program (PIE) at a school on Chiloé Island, Los Lagos Region, regarding the obstacles within the educational community that hinder the support of gifted students. Content analysis reveals a set of beliefs and educational barriers to addressing the needs of these students, including a limited understanding of giftedness due to inadequate teacher training; a lack of resources; and the limited flexibility of the educational process within a highly standardized school system. A concerted and systematic effort involving the entire school system and impacting as many educational communities as possible is required to provide real opportunities for recognition and development for gifted children.

Keywords:

Giftedness , inclusive education , Special Needs Education , curricular enrichment
How to Cite
Clavería García, G., & García Vargas, A. (2026). Inclusion of High Abilities in the Chilean School Context. Revista Saberes Educativos, (16), pp. 1–40. Retrieved from https://sabereseducativos.uchile.cl/index.php/RSED/article/view/82977
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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