Inclusão escolar de alunos neurodivergentes: guia prático em contributo a formação continuada docente

Abstract

This work aims to contribute to inclusive education in regular schools, providing a guide for teachers to deal with neurodivergent students. The motivation for this study arose from observation during the supervised internship, personal experience and participation in a UFPB extension project. However, the challenges faced by students and teachers in the school context stand out, often resulting in invisibility and exclusion, harming students' development. The general objective is to make a concrete contribution to the inclusive educational process, through the development of a practical guide that elucidates pedagogical practice for equitable school inclusion. Thus, the specific objectives include analyzing the challenges, identifying gaps in teacher training and relating theory and practice of school inclusion. Furthermore, it highlights Brazilian legislation that promotes equal access to education, emphasizing the importance of educational inclusion. On the other hand, challenges remain in implementing these policies. The study explores the concept of neurodiversity, emphasizing the importance of understanding and respecting the uniqueness of each neurodivergent person to promote inclusive environments. Also, the role of the educational psychologist in understanding the learner as an individual and in intervening to address learning difficulties is discussed. Therefore, the guide aims to promote inclusive and welcoming practices, offering suggestions for curricular adaptations and different teaching techniques. It highlights the importance of understanding and accepting individual differences, aiming for an adapted education for everyone. In short, future research is suggested that can contribute with more knowledge and broadly achieve the concept of an inclusive instrument.