Inclusão de crianças com necessidade especiais motoras na educação infantil

Abstract

Inclusion is a subject that is gaining more and more space in educational debates. Educational institutions have recognized the importance of inclusion, seeking the well-being of students so that they can have academic and social success. Considering that the inclusion of these children is mandatory, this study addresses the following question: what are the challenges in including children with special needs and what practices can be adopted to address barriers to inclusion? The choice of the theme is justified by the interest in bringing a reflection on the educational development of children with disabilities in early childhood education, taking into account diversity and the construction of a fair and inclusive society, since school institutions are linked to concepts that require changes, where the school is a social and training space. The general objective of this study is to analyze inclusive practices for children with special needs in early childhood education. Specific objectives: understand the historical context of inclusion in Brazilian educational legislation; discuss strategies for including students with special needs in early childhood education; relate inclusion policies and teacher training. Based on a qualitative, exploratory methodology with bibliographical survey, guided by investigation, review and analysis of theoretical material and documents on the inclusion of children with disabilities in Early Childhood Education, this study considers historical aspects to understand the current situation. The school inclusion of students with disabilities. The research results showed that through qualified professionals who are well prepared to work on inclusion, it is possible to promote the integration of these students in educational institutions, through conscious and transformative training.