Abstract
This paper discusses the theme Inclusive Education, with emphasis on students with High Abilities or Giftedness (AHSD) and has a qualitative approach, defining itself as a literature review, where the objective is to carry out a survey of the main actions, strategies, methods and resources that the teacher can adopt, aiming to promote the reception and the full development of the potential of the student with AHSD. Among the modalities used in service programs for students with such characteristics, there are those of the three main axes: grouping, acceleration and enrichment, and three other modalities, known as: regular common class, resource rooms and itinerant teacher. All these have points in common, not being necessarily conflicting, nor needing to be adopted exclusively; they can be used to guide the work of teachers in the classroom, given the demands of a student with AHSD.
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