Abstract:

Adequate specialized service for gifted children is essential so that each dimension of their cognitive, social and emotional development is met. Unfortunately, there are still schools that are not prepared to deal with the special educational needs of gifted children. This research is justified to reveal how gifted students are being served, if the way that schools offer their service meets the needs of these children. In this sense, this research seeks to investigate the perceptions of gifted students, their mothers, teachers, principals and regular classroom educator regarding school service, teaching strategies and the role of creativity in the education of these children. This article is not limited to the perceptions of students, teachers and families, but also seeks the perception of the management team. This article presents a qualitative and exploratory approach with semi-structured interviews, observations and a questionnaire that were used as data collection instruments with 3 gifted students, 2 mothers, 5 teachers, 2 principals and 1 regular classroom teacher, totaling 13 participants . The perceptions of gifted students, their mothers, teachers, principals and regular classroom educator regarding school attendance make an important alert to the schools surveyed so that the teaching strategies and educational measures being taken are reassessed, since the Most participants expressed dissatisfaction with the care provided to gifted children.

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