Educação inclusiva: caminhos possíveis na educação regular

Abstract

For a long time, people with disabilities were prevented from living in the social environment and developing as citizens. The period before the 20th century was marked by the violence and segregation of these people. From the legal recognition of disabled people as subjects of rights, several initiatives are adopted to include them in society, especially the right to education. Despite the advances already achieved in the inclusion of people with disabilities in the school context, complaints from teachers are frequent, reporting their difficulties and limitations in serving students with disabilities in an inclusive perspective. Thinking about this difficulty, the present work presents, based on a methodology based on bibliographic research, aspects that involve the inclusion of students who have some deficiency in regular schools, with the objective of helping the teacher to reorganize their practice. Along this path, we dialogue with a theoretical framework, Pessoti (1984), Ropoli (2010), and Carvalho (2005), to help us discuss this very urgent and necessary issue that is school inclusion, and we hope to contribute to the debate on the topic.