A inclusão escolar da criança com deficiência intelectual na atualidade

Abstract

This research presents a brief contextualization about the historicity of the disability and the evolution of the inclusion of people with intellectual disabilities in society, especially in Regular Education, highlighting the role of the teacher in this context, a subject that has been mobilizing society and the school community in the face of this new school model. This requires reflection on living with these students in the same space and a change in the organization of all the school's pedagogical work. It is believed that the insertion of students with special needs in the school carried out within the school inclusion paradigm will constitute a fundamental experience that will define the success or failure of their future inclusion process in society. With this in mind, all individuals must have guaranteed their right to access and remain in a free and quality public school, which allows, within their possibilities, independence and criticality in face of the events that occur in their daily lives. The research has descriptive, explanatory and bibliographic qualitative characteristics, analyzing the information provided by several sources: magazines, articles, books, websites and other theoretical means related to the subject under study to achieve the proposed objective. Its main authors are: Aranha (1995), Sassaki (1997), Mendes (2006), Carvalho (2001), Piaget (1985), Vygotsky (1998), DSM¬IV (1995) Keywords: School Inclusion; School; Personal development; Teaching-lea.