O processo de inclusão de alunos com Síndrome de Down no ensino regular: realidade e possibilidades

Abstract

This work of conclusion of course is about the school inclusion of students with Down Syndrome (DS) in regular education. This is a difficult process due to the lack of preparation of teachers for this purpose. SD is caused by a genetic change that occurs on chromosome 21, with the presence of an extra chromosome. People with DS have cognitive deficits and, therefore, do not learn the knowledge worked in the same way as students with typical development, which demands differentiated curricular work. For, people with Down syndrome present a delay not only in their intellectual development, but also in the motor, due to muscular hypotonia. However, this delay in cognitive and motor development does not necessarily imply poor quality of schooling and life in general. However, stimulation should be done by several professionals, not only leaving the school responsible for the development of students with DS. When stimulated early on, they may have a good neuropsychomotor development. Thus, this study based on bibliographical and field research aims to analyze the inclusion of the student with SD in the regular school of Borborema - PB municipal network. Information was sought through the literature about Down Syndrome and the importance of schooling for development and consequent social inclusion. This study refers to a descriptive exploratory research, whose population consisted of the presence of 3 (three) teachers of individuals with DS, living in the Borborema-PB region and (1) Gestor. For data collection, a semi-structured interview was used, which sought to know how the school inclusion of Down individuals occurs.