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This study aimed to identify the number of gifted children, and the teachers’ (mis) conception about giftedness. The study was carried out in public schools in the city of Bauru in the state of São Paulo, Brazil. Data was collected by asking teachers to fill in a standardized form about the characteristics of gifted children and to answer a questionnaire agreeing or disagreeing with assumptions regarding gifted students’ behavior. The research was carried out with 111 teachers from elementary school: 82% with a major degree in pedagogy and 22.5% with a post-graduation (lato sensu) course. This research revealed important and relevant data that may be used as guidelines to plan teacher development courses and seminar on the subject, including that 29% of the teachers have little knowledge on the subject; 36,9% teacher were currently teaching gifted students and 93,6% of them had students with three or more characteristics of giftedness in their classes. Gifted children were mostly reported in Arts (19.82%), secondly in logical reasoning (5.41%), and thirdly in intelligence (4.5%). Este estudio tuvo como objetivo identificar la cantidad de niños superdotados y la concepción (errónea) de los maestros sobre la superdotación. El estudio se realizó en escuelas públicas de la ciudad de Bauru en el estado de Sao Paulo, Brasil. La fecha se recopiló solicitando a los maestros que rellenen un formulario estandarizado sobre las características de los niños superdotados y que respondan a un cuestionario de acuerdo o en desacuerdo con los supuestos sobre el comportamiento de los alumnos superdotados. La investigación se realizó con 111 docentes de la escuela primaria: 82% con especialización en pedagogía y 22.5% con un curso de posgrado (lato sensu). Esta investigación reveló datos importantes y relevantes que pueden usarse como pautas para planificar cursos y seminarios de desarrollo docente sobre el tema, incluido que el 29% de los maestros tienen poco conocimiento sobre el tema; el 36.9% de los maestros actualmente enseñaban a estudiantes superdotados y el 93.6% de ellos tenían estudiantes con tres o más características de superdotados en sus clases. Los niños superdotados se informaron principalmente en Artes (19.82%), en segundo lugar en razonamiento lógico (5.41%) y en tercer lugar en inteligencia (4.5%).

This study deals with the continuous education of teachers in special education, offered by the platform of Sao Paulo Network Program of teacher’s formation (REDEFOR), as well as the evaluation of the results of a study conducted by 38 in-course teachers regarding accessibility of 29 schools in the State of Sao Paulo. The objective, therefore, is to describe the results of the data collected by the in-course teachers about the accessibility conditions in their schools, through the protocol of routes. Evaluating 870 items, 19% were considered accessible, 18% were inaccessible, and 68% were not found adapted elements or accessible. It should be noted, as well, that a high percentage of elements not found, especially the fundamental as ramps (security), signs (communication) and elevators. Considering that the concomitance of accessible and inaccessible elements at the same amount where adapting an environmental requirement in rush in order to obey the legislation.