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The article examines the current problem of inclusive education inthe modern Ukrainian education system and draws attention to therevision of values and stereotypes associated with children withspecial educational needs. The key principles of inclusive educationare highlighted, such as the accessibility of educational resourcesfor all children, individualization of learning, and the belief in thevalue of every child for society. The article draws attention to theimportance of identifying and supporting gifted children with SENand calls for the cooperation of all participants in the educationalprocess to ensure the best development opportunities for this groupof students. The article's main focus is on gifted children withspecial needs, who are sometimes referred to as 'twice special'.Studies show that about 2% of people with disabilities are gifted,and this category often includes children with various health anddevelopmental problems, such as attention deficit hyperactivitydisorder, dyspraxia, Asperger's syndrome, hyperlexia, autismspectrum disorders and others. The article emphasizes theimportance of flexible approaches in educational programs for thesechildren, taking into account their strengths and weaknesses. Thecharacteristics of gifted children with SEN, such as their livelythinking, independence, initiative, and non-standard imagination,must be taken into account.
Ковальова et al. (Thu,) studied this question.