Teachers' Perceptions on the Educational Inclusion of Students with High Abilities

The educational system must ensure a quality and inclusive education for all students, extending its mission to students with high abilities. Consequently, the current regulatory framework recognizes the specific educational support needs of this group and the necessary personalization of their education. The aim of this quantitative study is to analyze the perceptions of 124 teachers of Primary and Compulsory Secondary Education in the Autonomous Community of the Basque Country (Spain) towards the educational inclusion of students with high abilities, using a scale that reflects the importance given and the level of implementation in practice. The analysis of the results through the AIR technique facilitates the detection of the aspects to be prioritized so that the educational inclusion of students with high abilities goes beyond the level of educational planning. The results show that teachers agree on the need to guarantee the educational inclusion of students with high abilities by improving their approach. The main areas for improvement are the active involvement of all the intervening agents, greater pedagogical qualification of teachers, and a greater provision of resources to guarantee the viability of their educational attention.