O direito de ser diferente: os avanços da educação especial inclusiva no século XXI

Abstract

This research analyzes the advances in inclusive education, with special education as its protagonist, , thinking about the needs of the countless children in the country who are diagnosed with disorders or any other type of physical or intellectual disability, who are sent to schools that, for the most part, are still unprepared to offer the education they both deserve, In this way, transformations will be evaluated in both the pedagogical, social and legal fields to enable everyone's right to education. Wishing to contribute to discussions around the theme so present in contemporary times, based on a general scope for the following objective: Identify advances in Inclusive Education in the 21st century and specifically, analyze the transformations in pedagogical practice to consolidate Inclusive Education and highlight the role of the teacher in expanding special education. Having as a problem the questions about advances in inclusive education in the 21st century. Ead methodology a qualitative, exploratory and bibliographic study of the works of Rocha (2017), Lustosa and Ferreira (2020) Silva et. al (2020) and founded by several researchers linked to the area of Special Education, including: Godofredo (1990), Manto an (2013), Santos (2008) and (2013). Therefore, he concludes that the advances are the result of the implementation of Laws that socially favor transformations around inclusive education, leading to the construction of new ways of teaching and the need for pedagogical adaptations, and above all due to the debates and discussions involving the lack of preparation and scientific training for the inclusion of special children in school.