INCLUSION OF GIFTEDNESS IN A PHYSICS AND MATHEMATICS SCHOOL

Abstract

The article examines the issue of inclusive support for gifted children and Olympiad participants in the context 
of a physics and mathematics school. The relevance of the topic is determined by the need for an expanded 
understanding of inclusive education, in which the school’s attention is directed not only toward learners experiencing 
difficulties, but also toward children with high academic potential, strong subject-specific motivation, and specific 
educational needs. The purpose of the article is to substantiate the need to develop a support system for gifted learners 
as an integral component of an inclusive educational environment. 
The study employs methods of scientific literature analysis, generalization of pedagogical practice, comparative 
analysis of international and Kazakhstani approaches, as well as expert-analytical modelling. It is shown that a gifted 
child does not require a lowering of educational expectations, but rather enriched educational content, a flexible pace of 
learning, mentorship, a psychologically safe environment, family support, and an individual educational trajectory. 
Particular attention is given to Olympiad participants, for whom not only subject-specific preparation and results are important, but also a culture of learning from mistakes, prevention of overload, development of sustainable motivation, 
and emotional self-regulation. 
The article proposes a model of inclusive support for gifted learners in a physics and mathematics school. The 
model includes identification of potential, diagnosis of educational needs, design of an individual educational trajectory, 
pedagogical and psychological support, mentorship, and reflection on learning outcomes. The article concludes that the 
inclusion of giftedness is an important condition for equitable and high-quality education.