Children with Down syndrome in regular education: how to promote their inclusion?

• Autor(a) principal: Santos, Marizete dos
• Data de Publicação: 2021
• Outros Autores: Santos, Adriana Maria dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/5869
• topic: Síndrome De Down; Inclusão Escolar; Protagonismo; Contribuição; Down Syndrome; School Inclusion; Participation; Involvement

The inclusion of children with disabilities in regular classroom is of great importance in their development and learning, for school is a place of opportunities for children to experience feelings based on self-knowledge, develop self-respect and satisfaction with new knowledge. The aim of this study is to understand how to promote the inclusion of children with Down Syndrome in regular education. The following theoretical references were used in this research: Bogdan and Biklen (1994), Correia (1999), (Schwartzman, 1999), Costa (2004), among others. The research demonstrated that despite health limitations presented by children with Down Syndrome, their contact with so-called “normal” children works as an opportunity to provide them with conditions for the development of their skills. The research concludes that it is possible to enable the learning of children with DS in regular education, through a planning that considers their capacities and needs imposed by the Down Syndrome.