A prática inclusiva no processo de educação de crianças deficientes
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/1343 |
Resumo: | ABSTRACT: Introduction: People with disabilities have activity limitations and restrictions on social participation, which implies the quality of education for these individuals. Objective: to highlight inclusion practices as a didactic approach to the education process of children with disabilities or disorders. Demonstrating the learning difficulties, presenting aspects related to the health of these individuals and the importance of the role of the teacher, the school and the family in this context, in addition, highlight the intervention with pedagogical tools, aiming to facilitate the teaching / learning process according to the specificity of each student. Methodology: This is a narrative review of the literature carried out between May and June 2020. Including articles, theses and scientific publications available electronically in full, in addition to data from international and governmental bodies, in Portuguese and English, published among the years 2001 to 2020. Results and Discussion: It was observed that inclusive practices are effective and essential measures in the education process of children with disabilities or disorders, they are necessary to meet the learning difficulties presented by these individuals. These practices focus on interventions with the use of pedagogical tools, which facilitate the teaching / learning process according to the specificity that each student presents, thus ensuring greater social interaction, better learning conditions and greater autonomy for these students. Given this context, the family, teachers and the school are essential in all development of this process. Conclusion: Thus, it is essential to implement inclusive practices in the school environment for a more democratic education among the different needs of each student. In addition, it is notable that despite advances in public policies over the years, aspects related to access to health and the socioeconomic conditions of these individuals are still precarious, with greater investments in view of these circumstances, in order to guarantee the full realization of all the rights of people with disabilities. KEYWORDS: Educational Activities, Disability, Inclusion. |
id |
UNEAL_8645fa299f6352c137f62c3c19c2add2 |
---|---|
oai_identifier_str |
oai:ojs.emnuvens.com.br:article/1343 |
network_acronym_str |
UNEAL |
network_name_str |
Diversitas Journal |
repository_id_str |
|
spelling |
A prática inclusiva no processo de educação de crianças deficientesABSTRACT: Introduction: People with disabilities have activity limitations and restrictions on social participation, which implies the quality of education for these individuals. Objective: to highlight inclusion practices as a didactic approach to the education process of children with disabilities or disorders. Demonstrating the learning difficulties, presenting aspects related to the health of these individuals and the importance of the role of the teacher, the school and the family in this context, in addition, highlight the intervention with pedagogical tools, aiming to facilitate the teaching / learning process according to the specificity of each student. Methodology: This is a narrative review of the literature carried out between May and June 2020. Including articles, theses and scientific publications available electronically in full, in addition to data from international and governmental bodies, in Portuguese and English, published among the years 2001 to 2020. Results and Discussion: It was observed that inclusive practices are effective and essential measures in the education process of children with disabilities or disorders, they are necessary to meet the learning difficulties presented by these individuals. These practices focus on interventions with the use of pedagogical tools, which facilitate the teaching / learning process according to the specificity that each student presents, thus ensuring greater social interaction, better learning conditions and greater autonomy for these students. Given this context, the family, teachers and the school are essential in all development of this process. Conclusion: Thus, it is essential to implement inclusive practices in the school environment for a more democratic education among the different needs of each student. In addition, it is notable that despite advances in public policies over the years, aspects related to access to health and the socioeconomic conditions of these individuals are still precarious, with greater investments in view of these circumstances, in order to guarantee the full realization of all the rights of people with disabilities. KEYWORDS: Educational Activities, Disability, Inclusion.RESUMO: Introdução: Portadores de deficiências, apresentam limitações de atividades e restrições de participação social, o que implica na qualidade da educação desses indivíduos. Objetivo: destacar as práticas de inclusão como abordagem didática diante do processo de educação de crianças com deficiências ou distúrbios. Demonstrando as dificuldades de aprendizagem, apresentando aspectos relacionados à saúde desses indivíduos e a importância do papel do professor, da escola e da família nesse contexto, além disso, destacar a intervenção com ferramentas pedagógicas, visando facilitar o processo de ensino/aprendizagem de acordo com a especificidade de cada aluno. Metodologia: Trata-se de uma de revisão narrativa da literatura realizado entre maio e junho de 2020. Incluindo artigos, teses e publicações científicas disponíveis eletronicamente na íntegra, além de dados de órgãos internacionais e governamentais, em língua portuguesa e inglesa, publicados entres os anos de 2001 a 2020. Resultados e Discussão: Foi observado que as práticas inclusivas são medidas eficazes e essenciais no processo de educação de crianças com deficiências ou distúrbios, são necessárias para atender as dificuldades de aprendizagem apresentadas por esses indivíduos. Estas práticas apresentam como enfoque intervenções com o uso de ferramentas pedagógicas, que facilitam o processo de ensino/aprendizagem de acordo com a especificidade que cada aluno apresenta, garantindo assim, maior interação social, melhores condições de aprendizagem e maior autonomia para estes alunos. Diante desse contexto a família, os professores e a escola se mostram essenciais em todo desenvolvimento desse processo. Conclusão: Dessa forma é essencial a implementação das práticas inclusivas no âmbito escolar para uma educação mais democrática entre as diferentes necessidades de cada estudante além disso é notável que apesar dos avanços nas políticas públicas ao longo dos anos, os aspectos relacionados ao acesso à saúde e a condições socioeconômicas desses indivíduos ainda são precários, cabendo maiores investimentos diante dessas circunstâncias, para assim, garantir a efetivação plena de todos os direitos das pessoas com deficiência. PALAVRAS-CHAVE: Atividades Educacionais, Deficiência, Inclusão.Universidade Estadual de Alagoas - Eduneal2020-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/134310.17648/diversitas-journal-v5i4-1343Diversitas Journal; v. 5 n. 4 (2020): Agricultura familiar: a base da economia latinoamericana; 3090-31022525-521510.17648/diversitas-journal-v5i4reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/1343/1157Copyright (c) 2020 Juciara Inácio dos Santos, Lázaro Heleno Santos de Oliveira, Jéssica Alves Inácio dos Santos, Joicielly França Bispo, Maria José de Brito Araújohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Juciara Inácio dosOliveira, Lázaro Heleno Santos deSantos, Jéssica Alves Inácio dosBispo, Joicielly FrançaAraújo, Maria José de Brito2021-08-19T17:51:04Zoai:ojs.emnuvens.com.br:article/1343Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-01-13T09:47:12.371618Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
A prática inclusiva no processo de educação de crianças deficientes |
title |
A prática inclusiva no processo de educação de crianças deficientes |
spellingShingle |
A prática inclusiva no processo de educação de crianças deficientes Santos, Juciara Inácio dos |
title_short |
A prática inclusiva no processo de educação de crianças deficientes |
title_full |
A prática inclusiva no processo de educação de crianças deficientes |
title_fullStr |
A prática inclusiva no processo de educação de crianças deficientes |
title_full_unstemmed |
A prática inclusiva no processo de educação de crianças deficientes |
title_sort |
A prática inclusiva no processo de educação de crianças deficientes |
author |
Santos, Juciara Inácio dos |
author_facet |
Santos, Juciara Inácio dos Oliveira, Lázaro Heleno Santos de Santos, Jéssica Alves Inácio dos Bispo, Joicielly França Araújo, Maria José de Brito |
author_role |
author |
author2 |
Oliveira, Lázaro Heleno Santos de Santos, Jéssica Alves Inácio dos Bispo, Joicielly França Araújo, Maria José de Brito |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Santos, Juciara Inácio dos Oliveira, Lázaro Heleno Santos de Santos, Jéssica Alves Inácio dos Bispo, Joicielly França Araújo, Maria José de Brito |
description |
ABSTRACT: Introduction: People with disabilities have activity limitations and restrictions on social participation, which implies the quality of education for these individuals. Objective: to highlight inclusion practices as a didactic approach to the education process of children with disabilities or disorders. Demonstrating the learning difficulties, presenting aspects related to the health of these individuals and the importance of the role of the teacher, the school and the family in this context, in addition, highlight the intervention with pedagogical tools, aiming to facilitate the teaching / learning process according to the specificity of each student. Methodology: This is a narrative review of the literature carried out between May and June 2020. Including articles, theses and scientific publications available electronically in full, in addition to data from international and governmental bodies, in Portuguese and English, published among the years 2001 to 2020. Results and Discussion: It was observed that inclusive practices are effective and essential measures in the education process of children with disabilities or disorders, they are necessary to meet the learning difficulties presented by these individuals. These practices focus on interventions with the use of pedagogical tools, which facilitate the teaching / learning process according to the specificity that each student presents, thus ensuring greater social interaction, better learning conditions and greater autonomy for these students. Given this context, the family, teachers and the school are essential in all development of this process. Conclusion: Thus, it is essential to implement inclusive practices in the school environment for a more democratic education among the different needs of each student. In addition, it is notable that despite advances in public policies over the years, aspects related to access to health and the socioeconomic conditions of these individuals are still precarious, with greater investments in view of these circumstances, in order to guarantee the full realization of all the rights of people with disabilities. KEYWORDS: Educational Activities, Disability, Inclusion. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1343 10.17648/diversitas-journal-v5i4-1343 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/1343 |
identifier_str_mv |
10.17648/diversitas-journal-v5i4-1343 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1343/1157 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
dc.source.none.fl_str_mv |
Diversitas Journal; v. 5 n. 4 (2020): Agricultura familiar: a base da economia latinoamericana; 3090-3102 2525-5215 10.17648/diversitas-journal-v5i4 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
instname_str |
Universidade Estadual de Alagoas (UNEAL) |
instacron_str |
UNEAL |
institution |
UNEAL |
reponame_str |
Diversitas Journal |
collection |
Diversitas Journal |
repository.name.fl_str_mv |
Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
_version_ |
1797051277567328256 |