VALIDITY OF GIFTEDNESS REPORTS: LEGAL, EDUCATIONAL AND LABOR IMPLICATIONS FOR THE INCLUSION OF HIGH SKILLS

This study addresses the validity of giftedness reports and their legal, educational and labor implications. The research contextualizes the need for rigorous criteria for the identification of gifted individuals, considering the absence of mental disorders that may compromise their abilities. The central problem refers to the inconsistency of reports that associate giftedness with mental disorders, which negatively impacts the recognition of educational and labor rights of these individuals. The general objective is to analyze the validity of these reports and their importance for the inclusion of gifted individuals in different contexts. The methodology adopted includes the gifted neoperspectivist paradigm, which recognizes the complexity of giftedness, the hypothetical-deductive method to test hypotheses and a Narrative Bibliographic and Documentary Review to support the analysis. The main findings indicate that well-founded reports are essential to ensure access to accelerated study programs and opportunities for development in the job market. Gaps include the lack of standardization in diagnostic criteria and the need to further analyze the impact of reports in work environments. The contributions of the study include an integrated theoretical approach, the development of a rigorous analysis methodology, and the presentation of successful cases in the inclusion of gifted individuals. The added value lessons in the proposal of fairer policies and the appreciation of cognitive diversity, contributing to a more inclusive society.