ABSTRACT
The present study sought to describe how students with high skills/giftedness (HA/GD), see themselves and are seen by their parents and teachers through their reports, with the aim of providing a set of information that would support the implementation of educational practices more favorable to the development of the skills of these students. Eleven students with HA/GD, their parents and teachers participated in the research. The method used was the semi-structured interview recorded in audio and transcribed for data analysis. As a result, it was observed that students know little about their potential, since their knowledge regarding the possibilities of study is reduced to the subjects of the school curriculum. Listening to the parents, it was found that they identified that their children was different, but did not have enough knowledge to know how to help them. As for teachers, it was observed that they know little about the topic and, especially, how to identify them and what to offer in the regular classroom. Based on the data obtained, it is concluded that, for students, a first step would be to offer curricular enrichment, thus expanding their horizons and choices. For parents it is necessary that they receive information and guidance, being able to become good partners, collaborating in the development of their children’s potential. For teachers, it is urgent that they have continued training on the topic so that they can collaborate effectively in the development of these students.
Keywords:
High Abilities; Giftedness; Parents; Teachers; Special Education