A prática inclusiva no processo de educação de crianças deficientes
DOI:
https://doi.org/10.17648/diversitas-journal-v5i4-1343Abstract
ABSTRACT: Introduction: People with disabilities have activity limitations and restrictions on social participation, which implies the quality of education for these individuals. Objective: to highlight inclusion practices as a didactic approach to the education process of children with disabilities or disorders. Demonstrating the learning difficulties, presenting aspects related to the health of these individuals and the importance of the role of the teacher, the school and the family in this context, in addition, highlight the intervention with pedagogical tools, aiming to facilitate the teaching / learning process according to the specificity of each student. Methodology: This is a narrative review of the literature carried out between May and June 2020. Including articles, theses and scientific publications available electronically in full, in addition to data from international and governmental bodies, in Portuguese and English, published among the years 2001 to 2020. Results and Discussion: It was observed that inclusive practices are effective and essential measures in the education process of children with disabilities or disorders, they are necessary to meet the learning difficulties presented by these individuals. These practices focus on interventions with the use of pedagogical tools, which facilitate the teaching / learning process according to the specificity that each student presents, thus ensuring greater social interaction, better learning conditions and greater autonomy for these students. Given this context, the family, teachers and the school are essential in all development of this process. Conclusion: Thus, it is essential to implement inclusive practices in the school environment for a more democratic education among the different needs of each student. In addition, it is notable that despite advances in public policies over the years, aspects related to access to health and the socioeconomic conditions of these individuals are still precarious, with greater investments in view of these circumstances, in order to guarantee the full realization of all the rights of people with disabilities.
KEYWORDS: Educational Activities, Disability, Inclusion.
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