Equity and Justice in the Inclusive Education Model – The Case of Children With High Abilities

This paper explores theories of social justice and equity in the inclusive education, focusing particularly on gifted learners as a marginalized group. While inclusive education has become central in addressing educational justice, its implementation is uneven, especially when it comes to children with high abilities. Giftedness lacks consistent recognition in policy and practice, leading to limited support structures compared to the area of disabilities. Teachers' attitudes toward the education of children with high abilities are shaped by concerns about elitism and a narrow focus on standardized achievement, often neglecting humanistic values such as acceptance of diversity. Although inclusive settings can benefit all students socially and academically, many educators feel unprepared to differentiate instruction effectively by balancing fairness, effort, and performance with limited resources. This dilemma reflects broader systemic issues in education policy, which continues to prioritize norm-based performance over individual progress. The paper argues that true inclusion requires both redistribution of resources and recognition of diversity of learners, but also a shift toward bottom-up approaches that empower teachers and learners and recognize giftedness as a developmental, context-sensitive phenomenon that deserves equitable educational support.