Educação especial no ensino fundamental I: rotinas e cotidianos numa perspectiva da prática inclusiva

• Autor(a) principal: Azevedo, Maria da Luz Nóbrega de
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/37794
• topic: Educação Especial. Prática inclusiva. Deficiência intelectual.

The present monographic research on: special education in elementary education I: routines and daily life in an inclusive practice perspective, has as object of study watch how the process of inclusion of the student with intellectual disability in a regular school classroom occurs. It is a qualitative study based on an instrumental case study research, developed through direct observation. It was aimed to identify the knowledge related to the inclusive practice in the daily and routines of a child with intellectual disability, enrolled in the 3rd year of Primary Education and as a theoretical reference we used authors such as: Mantoan (2003), Vygotsky (1989), Sassaki 1997), Mazzota (2005), Ramos (2010), among others. Next, we will describe and characterize the routine and daily life of the student with intellectual disability, trying to understand if there is really the inclusion of the same within the reality investigated in the classroom of regular education. We realize that the student is not included in most moments of his routine. The challenges it faces, in addition of his own limitations, is adapt to the school environment in the way it is offered.