A prática docente e o processo de inclusão de alunos com deficiência intelectual na educação infantil: desafios e possibilidades

Abstract

Teaching practice and the inclusion of people with disabilities are of fundamental importance in the lives of people in training. But it is still far from the reality of many schools, especially for young children with intellectual disabilities (Down syndrome) in early childhood education. This work aims to understand how research has shown teaching practice and the inclusion of students with intellectual disabilities in early childhood education, analyzing the student and teacher experience, the challenges faced and the possibilities perceived, by early childhood education teachers, during the teaching and learning with children diagnosed with intellectual disabilities. In this way, research will be carried out based on the collection of bibliographic data so that alternatives for inclusive practice in classrooms can be sought. The discussions developed based on authors and legislation that address teaching practice and the inclusion of children with intellectual disabilities in early childhood education. We hope, based on the results, to highlight the ability to use inclusive teaching practices in the classroom, providing inclusion and meaningful learning for children with intellectual disabilities in early childhood education.