Resumo

MONGELOS ACUNA, Graciela Noemy. Educational Conditions of Students with High Intellectual Abilities in the Schools. 2025. Rev. ciente. UCSA [online]. 2026, vol.13, n.1, pp.129-. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2026.013.01.129.

The implementation of inclusive education for students with high intellectual abilities (HIA) in the city of Pilar, Paraguay during 2025 reveals a significant gap between existing regulations, such as Law No. 5136/13 on Inclusive Education, and their actual application in educational institutions. This study employed a mixed-methods approach with a non-experimental design to examine current educational practices. Findings indicate that school practices continue to be dominated by myths and misconceptions, which fail to adequately address the specific needs of these students, leading to demotivation and underutilization of their potential. Results show that 85% of teachers do not implement curricular adaptations, while the identification of students with HIA remains limited, reaching only 39%. Additionally, key strategies such as pedagogical support and individualized instruction are largely absent, with a lack exceeding 85% in both areas. The main barriers identified include insufficient specific teacher training (61%) and a lack of material resources (30%), confirming that the local educational system is not adequately prepared to address these needs. This situation undermines the right to quality education and restricts the full development of students with high intellectual abilities. In response, this study proposes the implementation of a curricular enrichment plan focused on strengthening comprehensive teacher training, establishing clear protocols for identification and monitoring, and promoting active family involvement. Ensuring adequate resource allocation and institutional support is essential to transform formal inclusion into an effective and equitable educational practice.

Palavras-chave : high intellectual abilities; pedagogical support; differentiated curriculum; inclusive education; teacher training.

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