Ludicidade e inclusão de alunos com deficiência nas séries iniciais do ensino fundamental

Abstract

The educational inclusion of people with disabilities has been taking place through a long process and several documents and legislation have already been created to guarantee and affirm this right. In addition to the right to education in regular school classrooms, children with disabilities are entitled to the support of Specialized Educational Assistance with Special Education teachers to support the teaching and learning process. In the space of the Multifunctional Resource Rooms, specialized teachers can work with educational games and plays, in addition to pedagogical strategies that adapt to the specificities of each student for their development. This Final Term Paper in degree in Pedagogy aimed to understand the contributions of ludic in the process of students with disabilities inclusion in the initial grades of elementary school in the view of the Specialized Educational Service teacher at municipal schools in Pedras de Fogo / PB. This research is a qualitative approach, carried out from a descriptive field research, developed in four municipal schools in the city of Pedras de Fogo, in the state of Paraíba. For data collection, a semi-structured interview was carried out with four Specialized Educational Service teachers, one in each municipal school, through Google Meet platform. The audios of the interviews were recorded, listened, and transcribed. The data was analyzed through thematic review. The results evidenced that the Specialized Educational Service teachers recognize the ludic as an essential tool in inclusive pedagogical practices, for promoting positive possibilities for students with disabilities, potentiating the skill development and the interaction process. Furthermore, it was possible to verify that there is an articulation between the Specialized Educational Service teachers and the teacher from the regular classrooms, in which both have a collaborative relationship in the development of ludic activities and share ideas and experiences in favor of a meaningful, constructive, and inclusive pedagogical practice for students. Therefore, this work discusses and promotes reflections about this important and necessary tool, which is the ludic in inclusive pedagogical practices, especially for students with disabilities and more broadly for students who are the target audience of Special Education.