The practice of school psychology and its contribution in school inclusion of atypical children

• Autor(a) principal: Conceição, Pedro Wilson Ramos da
• Data de Publicação: 2021
• Outros Autores: Santos , Jacqueline da Silva, Magalhães, Gilciane Silva, Carvalho, Wadenia Sousa de, Alves, Bianca Maria Silva, Santos , Aparecido Mínino dos, Mota, Luciana Almeida, Carvalhos , Kelvisson Rodrigues de, Ferreira, Lucas Costa, Araujo, Zaira Arthemisa Mesquita, Said, Érika Castelo Branco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/14026
• topic: Atypical development; School psychology; Inclusive education.; Desarrollo atípico; Psicología escolar; Educación inclusiva.; Desenvolvimento atípico; Psicologia escolar; Educação inclusiva.

This study aimed to understand the role of the school psychologist in the inclusion of atypical children. Data were collected through a seeding interview conducted with a psychologist from the Association of Friends of Autistic people of Piauí (AMA). The answers of the interview were categorized into three categories: the conception of atypical development and school inclusion, the attribution of school psychology and the contribution of the school psychologist to the school inclusion of atypical children. The results showed that atypical development can be understood as a development pattern that is not considered normative for the age group of the individual, making it necessary to have a well-elaborated inclusion project in the educational institution. It is up to the school psychologist to work together with the school network, the students' families and the community, offering support and guidance, aiming to make the school an environment that provides for equal development.