Chile, like other countries, has implemented a strategy aimed at educational inclusion in regular classrooms, as committed in the Salamanca Declaration. However, it is important to note that the inclusion process has been focused on needs and deficits, without considering the natural diversity and differences in each individual. Particularly, gifted students with high cognitive performance and dual exceptionality are not considered in this process, and it is precisely this group that will be investigated through the representations of teachers and school administrators. In response to the process of educational inclusion, a strategy of collaborative work has been developed, supported by empirical evidence from research in the field. Due to the lack of time for face-to-face collaborative work, virtual collaborative work has been used as a substitute. Based on the above, the present study aimed to analyze the representations of teachers and school administrators regarding the development of face-to-face and virtual collaborative work. The method used was a multiple case analysis, through semi-structured interviews and thematic content analysis. The results show that both teachers and school administrators are focused on the needs and deficits for educational inclusion, overlooking the work with students with high abilities and confusing them with students who simply have good grades. Virtual collaborative work is used to compensate for the lack of time for working with students with special educational needs, without considering the need to recognize current neurodiversity and specifically academic talents, as required by Decree 83 in Chile.