PROBLEMS AND STRATEGIES IN THE PROCESS OF INCLUSION OF STUDENTS WITH DISABILITIES IN BRAZIL: AN INTEGRATIVE REVIEW

• Autor(a) principal: Santos, Carlos Felipe Nunes dos
• Data de Publicação: 2021
• Outros Autores: Nascimento, Luiz Fernando de Jesus, Gomes, Ana Carolina Amado, Dolabella, Silvio Santana
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2817
• topic: Educação Inclusiva; Concepção de Professores; Formação Docente; Estratégias Pedagógicas; Inclusive Education; Teacher Conception; Teacher Training; Pedagogical Strategies; Educación Inclusiva; Concepción del Profesorado; Formación del Profesorado; Estrategias Pedagógicas

Challenges in the process of inclusion of students with disabilities are still experienced today. In this sense, the identification of problems and potential interventions to improve teaching and access to education are fundamental. The present work aimed to explain the challenges of inclusive education in Brazilian educational institutions and to investigate which didactic and pedagogical attitudes are being implemented in the country. An integrative literature review with descriptive analysis and qualitative approach of articles published between the years 2000 and 2020 was carried out. Articles indexed in the Scientific Electronic Library On-Line-SCIELO, Portal de periódicos da CAPES and Literatura Latino-Americana e do Caribe em Ciências da Saúde-LILACS databases were included. Overall, 18 articles met all the inclusion criteria and served as the basis for extracting the information for analysis. As a result, it was found that teachers and educational institutions lacked the capacity to deal with students with special educational needs. Among the problems and difficulties most reported was the lack of preparation of teachers, lack of specific teaching methodologies and lack of adequate physical structures in schools. As strategies for improving the inclusion process, the use of games was highlighted. It is hoped that this study will serve as a mechanism for reflection and awareness for all agents involved in the inclusion of students with disabilities and that it will contribute to the adequacy and improvement of public policies for the qualification of teachers, as well as the adequacy of educational institutions in Brazil.