This article aimes at the analysis of some aspects of the public policies related to the response of individuals possessing high abilities or highlygifted in this country in the context of the Special Inclusive Education, drawing a parallel with the specialized literature. At first a bibliographic revision was presented about the concept of high abilities or highlygifted, as well as talent, precocity and geniality. The concepts of surveying, identifying, enriching programs and the possibilities or alternatives of response in the Brazilian model, establishing a close theoric and methodological relationship, based in an analysis of legal documents, rules and competence programs which form the substractum to the social inclusion proposition in the Brazilian educational context.
Public policies; Special education; High abilities or highlygifted and inclusive education
