Dupla excepcionalidade (TEA e AH/SD): vivências nas salas de recursos de AH/SD de Ceilândia

Abstract

This research focuses on the study of twice exceptionality in the context of specific resource rooms for gifted and talented students in Ceilândia-DF, specifically, the coexistence of autism and giftedness in students exhibiting gifted behaviors. The issue arose from listening to parents and teachers during the pedagogical practice experienced in the service. This led to the question: Does the lack of knowledge among teachers, even in resource rooms, regarding the complexity of twice exceptionality, cause the situation experienced by students in this condition to be made invisible or distorted in the school environment? Thus, this study aims to analyze the educacional servisse of children with twice exceptionality in the resource rooms for gifted and talented students and the stigmas identified in the pedagogical process within the school environment. The discussions in this work are based on three components: inclusive education, subjects of Special Education, and twice exceptionality. The methodology used is exploratory research with a qualitative approach, based on studies and research on the subject and interviews with teachers. Field research was conducted using observation and semi-structured interview tools, with the participation of five teachers from the resource rooms for gifted and talented students at Escola Classe 64 in Ceilândia-DF. Among the main theoretical references used in the development of this discussion are the works of Renzulli and Reis (2004) and Renzulli (2014, 2020), Gama (2014), Alves and Nakano (2015), Nakano (2021), Pereira and Rangni (2021, 2022, 2023), Ortega (2008, 2009), and Virgolim (2014a, 2014b, 2019); as well as the reading and interpretation of legal documents regulating educational processes aimed at children who are part of the target audience of Special Education (PAEE). These references highlight the evolution of studies on intelligence and the influence of their results on society over the years in understanding individuals with gifted behaviors, as well as the growing importance of identifying such individuals in school environments to foster service provision that addresses their singularities. They also emphasize the emergence of new studies on twice exceptionality such as necessary for giving visibility to students and such as breaking barriers and stigmas. As a result, it was found that, due to the student’s twice-exceptionality, they experience stigma both from peers and from regular school teachers, who demonstrate a lack of understanding and knowledge on how to handle the situation effectively. This fact points to the dominance of the deficit over their potential, resulting in a lack of referral for services and hindering the achievement of their goals.