SPECIALIZED EDUCATIONAL SERVICE SUPLECOMPLEMENTAR FOR STUDENTS WITH TWICE EXCEPTIONALITY
Twice Exceptionality. Science teaching. Inclusion.
We understand that twice exceptionality is a specific condition of existence, in which, regardless of the disorder, disability and/or learning difficulty that is associated with High Skills/Gifted, the combination between them is as variable as the individuals with double exceptionality that exist. Hence, it results in the need to look at the individual in its complexity and not exclusively to the associated disability/disorder/learning difficulty. In this bias, the present thesis project aims to define and characterize the specialized educational care service supplemental for students with exceptionality in Nature Sciences. Therefore, we will use qualitative research because we understand that this methodology allows the study of the diversity of constructed meanings. The methodological designs for data construction will be the integrative review of the literature in national databases about the Specialized Educational Service for students with double exceptionality in the area of Science Teaching, narrative research with teachers/experts and generalists of Sciences, who work with students with exceptionality, in Public School Resource Rooms, in the Federal District in order to identify the pedagogical elements that make up the mediation of learning in these spaces and documentary analysis, about the Specialized Educational Service for students with exceptionality in the context of Science Teaching, in public schools, in the Federal District. The data will be analyzed in the light of the technique of analysis by themes.