EQUITY AND JUSTICE IN THE INCLUSIVE EDUCATION MODEL – THE CASE OF CHILDREN WITH HIGH ABILITIES

<doi>10.24250/jpe/si/2025/CN/</doi>

Abstract

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.