Deficiência intelectual: desafios da inclusão dos alunos com deficiência intelectual na educação infantil

Abstract

ABSTRACT The inclusion of children with Intellectual Disability (ID) in regular school settings necessitates an ongoing reassessment of pedagogical strategies, teacher preparation, and educational policies. This study aims to examine the reality of the inclusion of these students, identifying the challenges they face and understanding the most effective pedagogical practices in this process. Through a literature review and empirical observation, this research has found that, despite existing legislation, significant shortcomings remain in the implementation of genuine inclusive education. The challenges extend beyond physical barriers, also encompassing adopted methodologies and educator training. It is concluded that for successful inclusion, a holistic approach is essential, covering everything from the physical structure of schools to the continuous training of teachers. The structure of this work systematically addresses inclusive education for children with ID. It begins with a historical contextualization of inclusion, followed by a definition of ID. The school infrastructure, appropriate pedagogical methodologies, teacher training, and social aspects of inclusion are analyzed. Current public policies are also discussed, highlighting their shortcomings and contributions. The work concludes with insights into future directions for inclusive education. Keywords: inclusive education; intellectual disability; educational challenges; teacher training; public policies.