Atuação psicopedagóica junto á crianças com deficiencia intelectual: o Atendimento Educativo Especializado (AEE) como possibilitador da inclusão

Abstract

This study is characterized as a literature search, which aims to reflect on the importance of pedagogical intervention in the context of specialized educational service room (ESA), with children with disabilities from the perspective of inclusion. Such theoretical survey will enable education professionals to develop a critical eye on the inclusion of students with disabilities on their performance and the results of their actions, with the aim of raising awareness and reflect on inclusive education. The result of this research is to promote paradigm shifts in what is said about learning of the individual with disabilities in the regular school setting. Therefore, the study is focused on theoretical analysis of psycho-pedagogical use of AEE room and its multifunction capabilities, showing such a context as a facilitator in the learning process of students with learning difficulties arising from deficiencies, doing a theoretical bridge with the intervention psicopedagógica. The theoretical basis for this study as sources of consultations, books, scientific articles, laws and specialized sites on topics that contribute to the response to the proposed objectives. Therefore, this research aimed to verify the applicability of the ESA room in the educational process and the benefits for learning, as well as demonstrate its practical assumptions that development provides the individual at the childcare context.