O processo de ensino de estudantes com deficiência intelectual no ensino regular no município de Caiçara

Abstract

Access to education for students with intellectual disabilities (ID) in regular elementary schools is an important and challenging topic for educators, families and society in general. These students have impairments in their cognitive development, which affect their learning, reasoning and communication skills. The present study aimed to verify how the process of inclusion of students with intellectual disabilities is occurring, identifying resources and difficulties, according to guardians and teachers. To ensure an inclusive and quality education, it is necessary that regular schools adopt pedagogical strategies and resources that contribute to the full development of these children and young people. Thus, semi-structured questionnaires were conducted with 5 teachers from the municipal network of the city of Caiçara - PB. Based on the results of the questionnaires, we analyzed the school context, the inclusion of children with ID, the knowledge of teachers on the subject and their training. We realize the importance of educators receiving specific training and training to deal with the differences of students in the classroom, including those with intellectual disabilities. They should have knowledge about the characteristics and needs of these students, as well as pedagogical strategies that can be applied in the classroom. Another important aspect is the involvement of families and health professionals in the educational process, so that there is a mutual collaboration and exchange of information. In summary, to ensure an inclusive and quality education for students with intellectual disabilities in regular schools in elementary school, it is necessary to adapt the curriculum to the individual needs of each student, training and training of educators, as well as an inclusive school culture that values differences.