Educação inclusiva: desafios e barreiras diante do atendimento educacional especializado para alunos com necessidades especiais altas habilidades e superdotação

The present study addresses the theme of Inclusive Education, ensuring access, permanence, and the development of students with specific educational needs within the school environment, while recognizing their differences and potential. In this context, the role of Multifunctional Resource Rooms and Specialized Educational Assistance (SEA) in supporting students with Giftedness/Talentedness (G/T) is highlighted.The objective is to analyze the importance of resource rooms and specialized educational assistance in the holistic development of students with giftedness/talentedness. The research was carried out through a bibliographic review, based on authors who discuss inclusive education and policies for serving students with G/T, such as Mantoan (2003), Virgolim (2014), Gama (2013), Vieira (2020), Piske (2013), among others, these authors reported legal and pedagogical advances that have paved the way for inclusive education for students with giftedness/talentedness in Brazil. However, challenges related to teacher training, infrastructure, and the implementation of public policies still persist. The inclusion of students with specific educational needs—particularly those with giftedness/talentedness—requires differentiated pedagogical practices, continuous professional development, and the strengthening of specialized support policies to ensure equitable and high-quality education.