Tão diferente, tão normais: acessibilidade dos alunos em síndrome de Down no ensino regular público do município de Parnaíba - PI

Abstract

The present work focuses on the theme inclusion and accessibility of students with Down syndrome (DS) in the teaching and learning process in the school context of regular education. The down syndrome was first described in the medical literature by John Langdon Down in 1866, but in the literature is debated about the actual age of DS as a condition affecting humanity. The objective is to evaluate the accessibility of students with DS in the regular schools of Parnaíba-PI and to ponder on inclusive education, regarding the role of the manager and teachers, the challenges and the perspectives highlighted in this field of action and study. The study was conducted at a state public school and extended to higher education institutions in the city of Parnaíba. The purpose of this research is the universal accessibility and inclusive education for all, building an inclusive society and in view of this, the research was carried out with the managers (A and B) of higher education institutions and the field school, and teachers (a; b; c; d; e). From the analyzes, with the collected data through questionnaires and observations, it is concluded that managers still relate accessibility to the architectural issue and the teachers do not feel prepared to receive students with special educational needs.Therefore, a new rising paradigm is needed that should evolve in accessibility and its realization throughout the society, a better conception of what points in the Law of Guidelines and Bases, where it unfolds into productive, aggregating, ethical, supportive and respectful practices. that contribute to the development of the school. Working in a school from an inclusive and accessible perspective is not an impossible mission for the manager, but a challenge. The school must be inspiring and thus develop the student with special educational needs so that he has autonomy, confronts equally in all social, cultural and educational. It should be search for interactive methodologies that make the recognition of diversity a strategy for a new learning, which conceives the whole student and respects the dignity of each individual.