Investigação sobre a inclusão de alunos com Síndrome de Down na rede regular de ensino: uma revisão da literatura

Abstract

Trisomy 21, popularly known as Down Syndrome, affects every 1 child out of 1000 born alive in the world, being considered the most common syndrome worldwide. Individuals with Down have specific physical characteristics and delays in global development, with reduced intellectual functioning associated with limitations in communication, autonomy, self-care and social skills. The teaching-learning process would not be different for all the special conditions that imply care and attention in living with children with Down syndrome. Research shows that when children with Down attend regular schools, they have significant gains not only in their social development, but also in their cognitive development. However, the implementation of children with Down syndrome in school education requires specific teachers, a prepared school, and an adequate social and family support network. Thus, the present work aimed to investigate the inclusion and the teaching and learning process of students with Down Syndrome in schools of the basic teaching network. To achieve such a proposal, the research is an eminent bibliographic, with a search on academic Google for the specific period of 2000-2023. The following search terms were delimited: Down syndrome, inclusive education, regular education, and “AND” was used to link the terms. After collection, only articles and journals were selected during the established period, and review studies were excluded, studies that did not address the previously mentioned descriptors and that addressed Higher Education.