Inclusão escolar: um olhar sobre a dislexia e o papel da escola

Abstract

The present work presents a study on the inclusion of special children in classes of regular education. Having as general objective: to analyze how the educational and legal contexts deal with the issue of inclusive education and the role of the school in this process, and as specific objectives: To know the main legal aspects about inclusive education; reflect on the role of the school in the challenge of consolidating pedagogical activities within the perspective of serving students with dyslexia; and understand how teachers' pedagogical practices can favor the development of inclusive education. As for the methodology, it consists of a bibliographic research with the support of important authors, in which their contributions were relevant to the reflections raised during this study, among the main ones we can highlight: Mantoan (2011); Sassaki (1997); Stainback (1999); Capellini (2010); Marsili (2010); Mello (2005) and Tavares (2008), and also the official documents from Brazil and UNESCO. The research results pointed to an understanding about the importance of knowing the legislation and the rights of children and adolescents, in the perspective of an inclusive education in the school context. Based on legal protection, contained in the official documents of Brazil and UNESCO, the law shows that everyone should have the same rights and the same opportunities. The application of an equal curriculum, within a heterogeneous class, avoids discrimination of any kind, contributing to overcome learning difficulties. The inclusive school is the result of a partnership between manager, teacher, all education professionals and the family, being something decisive for citizenship. Like any citizen, with their difficulties, yes, but also with their abilities, special children have the right to education and to live in society, attending schools like other children. Accepting a person with a disability is also accepting their differences and limitations. For this to occur, it is necessary to have an organized response to your educational needs.