Abstract
Research and practice on giftedness in the field of inclusive education remain marginal given the long tradition of specific interventions in separate educational contexts. The aim of this systematic review was to investigate the learning, social, and personal outcomes of gifted students in inclusive school settings. Twenty-five studies met the eligibility criteria for inclusion. Regarding social and psychological outcomes, the results are mixed: gifted students experience positive relationships with their peers in the inclusive context, however, it appears that teaching inadequacy may lead to frustration and disengagement. Regarding learning outcomes, results on the difference between inclusive and segregated contexts are inconsistent and mostly non-statistically significant. This paper also addresses conceptual barriers in relation to the identification of giftedness and questions what approaches and strategies could be adapted and used in inclusive contexts to effectively address the needs of gifted students.