VIRTUAL REALITY AS AN INCLUSIVE TOOL FOR THE DEVELOPMENT OF STUDENTS WITH HIGH SKILLS AND GIFTEDNESS: POSSIBILITIES AND CHALLENGES FOR ADVANCED SPECIAL EDUCATION
Álaze Gabriel do Breviário
Master in Theology. University of São
Paulo. Email: alaze_p7sd8sin5@yahoo.com.br. Lattes URL:
http://lattes.cnpq.br/9973998907456283.
Valdimeire Silvestre Lopes
Master's student in Education Sciences and
Christian Ethics, Ivy Christian University, mere_silvestre@hotmail.com. Lattes
URL:
Deusirene Souza da Silva Fróes
PhD student in Education Sciences and
Christian Ethics, Ivy Enber Christian University,
deusirenesouzasilvafroes@gmail.com. Lattes URL:
https://lattes.cnpq.br/0218139923264576.
Flávia Adriana Santos Rebello
Master in Administration, Must University,
frebello.mentoriatextual@gmail.com, Lattes URL:
http://lattes.cnpq.br/3406211444097827.
João Batista Lucena
Master's student in Education, Federal
Institute of Education, Science and Technology of Rio Grande do Norte,
joao.batista.lucena@gmail.com. Lattes URL:
http://lattes.cnpq.br/2822567703207399.
Logan Faedda Rago
Master's student in Education Sciences and
Christian Ethics, Ivy Enber Christian University, loganfaedda@hotmail.com. Lattes
URL: https://lattes.cnpq.br/2516880221903287.
Leliane Aparecida Castro Rocha
PhD in Education, Methodist University of
São Paulo (UMESP), prof.lelianerocha@gmail.com. Lattes URL:
http://lattes.cnpq.br/6176059915115617.
Ayla Limeira da Silva
Bachelor in Special Education, Federal
University of São Carlos (UFSCar). Email: aylasilva250@gmail.com. Lattes URL:
https://wwws.cnpq.br/cvlattesweb/PKG_MENU.menu?f_cod=700C515E26C0EC79366115D7A29098A7#.
ABSTRACT
This
research explores the use of Virtual Reality (VR) as a tool for the cognitive
and psychosocial development of students with high abilities and giftedness, in
the context of inclusive education. Considering the need for educational
practices that value the specificities of these students, the study examines
the impact of VR on meaningful learning and social interaction, addressing the
challenges of its implementation. The main objective is to investigate how VR
can enhance the integral development of these students. Methodologically, the
gifted neoperspectivist paradigm was adopted, which supports the coexistence of
an absolute and a relative truth. The theories of Meaningful Learning, Fluid
and Crystallized Intelligence, Intrinsic Motivation and Multiple Intelligences
supported the analysis, conducted using the hypothetical-deductive method. The
research included a Bibliographic and Documentary Narrative Review, consulting
databases such as Scopus, Web of Science and SciELO, and resulted in 63 studies
analyzed. The findings indicate that VR can stimulate creativity,
problem-solving and psychosocial development, although there are technical and
ethical challenges, such as economic viability and the psychological impacts of
prolonged use. Limitations include the lack of practical application of VR with
students. The contributions involve theoretical and methodological advances for
special education and reinforce the value of VR as an inclusive tool, adding
value to the field of educational technology and the training of individuals
with high abilities.
Keywords: Immersive Environments. Psychosocial Skills. Educational Inclusion. Cognitive Stimuli. Adaptive Technologies.