VIRTUAL REALITY AS AN INCLUSIVE TOOL FOR THE DEVELOPMENT OF STUDENTS WITH HIGH SKILLS AND GIFTEDNESS: POSSIBILITIES AND CHALLENGES FOR ADVANCED SPECIAL EDUCATION

This research explores the use of Virtual Reality (VR) as a tool for the cognitive and psychosocial development of students with high abilities and giftedness, in the context of inclusive education. Considering the need for educational practices that value the specificities of these students, the study examines the impact of VR on meaningful learning and social interaction, addressing the challenges of its implementation. The main objective is to investigate how VR can enhance the integral development of these students. Methodologically, the gifted neoperspectivist paradigm was adopted, which supports the coexistence of an absolute and a relative truth. The theories of Meaningful Learning, Fluid and Crystallized Intelligence, Intrinsic Motivation and Multiple Intelligences supported the analysis, conducted using the hypothetical-deductive method. The research included a Bibliographic and Documentary Narrative Review, consulting databases such as Scopus, Web of Science and SciELO, and resulted in 63 studies analyzed. The findings indicate that VR can stimulate creativity, problem-solving and psychosocial development, although there are technical and ethical challenges, such as economic viability and the psychological impacts of prolonged use. Limitations include the lack of practical application of VR with students. The contributions involve theoretical and methodological advances for special education and reinforce the value of VR as an inclusive tool, adding value to the field of educational technology and the training of individuals with high abilities.