A contribuição da psicologia na inclusão escolar de alunos com deficiência

Abstract

School inclusion is essential, because it ensures for all students an equal education, respecting diversity. Qualified professionals are fundamental to contribute to this process, since as they are crucial to meeting the needs of all students and thus promoting a welcoming educational environment, which fosters collaborative and respectful learning. The aim of this research is to investigate and analyze the contribution of psychology to the education and inclusion of students with disabilities in public schools. In this way, this research will answer the following question: what has psychology contributed to the educational development of students with disabilities?. The research was theoretically based on Amiralian (2005), Martinez (2010), Bzuneck (1999) and other authors. The official documents used were Resolution No. 4 of October 2, 2009, Law No. 13,146 of July 6, 2015, Law No. 13935 of December 11, 2019, as well as other mentioned documents. The methodological approach used was qualitative, in which two semi-structured interviews were conducted with an educational psychologist and a pedagogue, both of whom work at public schools in Pedro Régis – PB. In the content analysis, the interviews revealed that psychology can have an important contribution on the educators training and consequently in the inclusion process of students with disabilities, because it promotes the understanding of learning, emotional and social difficulties. Thus, it is concluded that the results of this research provides important reflections on the Psychology role in promoting actions for the inclusion of the person with disabilities in educational setting.