Author(s)

Fernanda Hellen Ribeiro Piske¹, Tania Stoltz¹, Carla Luciane Blum Vestena², Samarah Perszel de Freitas³, Bernadete de Fátima Bastos Valentim⁴, Carla Sant’ana de Oliveira⁵, Ana Aparecida de Oliveira Machado Barby², Cristiana Lopes Machado¹

¹Federal University of Parana, Curitiba, Brazil.
²Unicentro/UFPR, Guarapuava, Brazil.
³Positivo University, Curitiba, Brazil.
⁴Unicentro/Federal University of Parana, Guarapuava, Brazil.
⁵Unicentro/Faculdade Guairacá, Guarapuava, Brazil.

At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.

Identification, Inclusion, Creative Child

Piske, F. , Stoltz, T. , Vestena, C. , Freitas, S. , Valentim, B. , Oliveira, C. , Machado Barby, A. and Machado, C. (2016) Barriers to Creativity, Identification and Inclusion of Gifted Student. Creative Education, 7, 1899-1905. doi: 10.4236/ce.2016.714192.