O processo de inclusão de estudante com deficiência física e a educação infantil: um estudo de caso na Creche Alice Suassuna - Bayeux

Abstract

This work aims to analyze the process of inclusion of a student with physical disability in the day care center. The research aims to answer the questions: Is the day care accessible to receive students with physical disabilities? Is there and how is the treatment and training of teachers related to the inclusion of this student? How is this child accompanied? Is there any other specialized space besides the school that can help in its development? What are the curricular methodologies used by the teacher for the learning of this disabled student? Inclusive practice is one in which the teacher or teacher considers the diversity of their students and tries to meet their educational needs by making flexible the actions aimed at access to social participation and knowledge seeking ways to this process to happen. The research adopted the qualitative approach, using as data collection instru- ments the observation with field diary; Questionnaires with the director, teacher, caregiver and the student's mother. The research results showed that the day care center does not have a physical structure to support students with physical disabilities or didactic resources to support teachers in the application of an inclusive methodology.