Inclusion of people with intellectual disabilities in Youth and Adult Education

• Autor(a) principal: Tavares, Isabelle Emily Ferreira de Souza
• Data de Publicação: 2023
• Outros Autores: Fonseca, Géssica Fabiely, Dantas, Ana Teresa da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11504
• topic: Deficiência Intelectual; Educação Inclusiva; Educação de Jovens e Adultos; Práticas Pedagógicas; Intellectual Disability; Inclusive Education; Youth and Adult Education; Pedagogical Practices

For a long time, people with disabilities have faced limiting stereotypes, being considered incapable of carrying out any daily activities, especially at school. Intellectual disability intenseis this reality, especially when associated with the Youth and Adult Education context. With the emergence of inclusive education, associated with special education laws and policies, the aim is to change the context of marginalization of this population. In this way, we aim to understand teaching conceptions about students with ID in Youth and Adult Education  and how practices develop, and for this, qualitative, exploratory research was carried out with teachers of adults with ID. From the interviews carried out, it was possible to observe that students with ID suffer double exclusion in the school context. Thus, we emphasize the need for teachers to have pedagogical conditions and understandings that guarantee students the right to education in its entirety.