ATTENTION TO DIVERSITY AND EDUCATIONAL INCLUSION SEEN FROM THE PEDAGOGICAL APPROACH OF STUDENTS WITH HIGH ABILITIES

Abstract

This scientific essay aims to analyze attention to diversity and educational inclusion from a pedagogical perspective for gifted students, based on the global premise that underpins the achievement of quality and equity in teaching and learning processes. In this regard, it is urgent to clarify current educational policies aimed at addressing diversity, specifically in the case of gifted students in the Venezuelan context. These policies inevitably include teacher conduct, primarily to consolidate their compliance with constitutional precepts and current educational laws, which prioritize education for all, described as comprehensive and equitable. These theoretical postulates merit reconsideration to give greater prominence to addressing this type of student, and subsequently consolidate them in teachers' daily practice. Therefore, it is then a question of assuming a process of reflective thought that encourages finding sufficient inner strength in conscience to value one's own actions, with the objective of obtaining a deeper understanding and innovative perspectives that translate into change, possible solutions and pedagogical strategies based on the analysis and critical evaluation of experiences that contribute to channeling strengths, weaknesses and motivations for teaching students with high abilities, as a product of an ethical commitment to the task of educating.