Inclusão de crianças com Síndrome de Down na rede regular de ensino: um estudo de caso na cidade de São Bento-PB

Abstract

Observe how has been the process of inclusion of students as Down Syndrome in the municipality of São Bento through a semi-structured questionnaire.People with Disabilities need all teamwork, including parents, to develop with greater stability and harmony. Children with Down Syndrome sometimes have cognitive problems and quite a few language difficulties, but they are generally very cheerful and sociable. The inclusion of children with special educational needs in the regular school system is a major challenge, since many schools are not prepared to receive the student with a disability. Being the teacher one of the important pillars to make possible the school inclusion, this study aims to analyze how has been the inclusion of students with Down Syndrome and the daily challenges faced by the schools of São Bento - PB to keep them motivated in the Inclusion of the regular school of Milton Lúcio da Silva in the city of São Bento-pb, so that one can investigate the acceptance of the school inclusion of pupils with SEN, especially in regular education, by parts of the educators. To verify the acceptance and challenges found by the teachers in including the student with Syndrome in the regular network of education; Identify the factors that facilitate or inhibit the learning of students with Down Syndrome The case study was the methodological school that provided the (re) knowledge of the school reality, analyzed in the light of the theorists Gil (2005), Batista and Mantoan (2007) and Carneiro (2008). A questionnaire was applied to the teachers, whose results reveal that the lack of training, the physical unpreparedness of the school, lack of specialized didactic material and support are the factors perceived by those involved in the educational process, as major difficulties to promote inclusion Of children in an ordinary school.