Educação de crianças com síndrome de down: uma revisão da literatura

• Autor(a) principal: Coelho, Ingrid Mesquita
• Data de Publicação: 2019
• Outros Autores: Lima Alves, Rosemary Amanda, de Souza, Daniel Cerdeira, Honorato, Eduardo Jorge Sant'Ana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educa (Porto Velho)
• Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/3895
• topic: Desafios. Síndrome de Down. Inclusão.; Challenges. Down's syndrome. Inclusion.; Desafíos. Sindrome de Down. Inclusión.

This study aimed to discuss a review of the literature in a qualitative approach in publications format of scientific articles published between 2010-2017, the main challenges in the education of children with Down's Syndrome and how the actors of education can address these challenges. The collection was carried out at the Higher Education Personnel Improvement Coordination base, as it integrating several studies and elaborated a review protocol for the descriptive analysis of the results. The findings show that the school has not been able to establish itself as an educational space for the significant number of students and that inclusion often means only enrolling the student. Although the national educational policy speaks of inclusion, the procedures and investments for this to take place are still far from necessary. Many teachers do not feel prepared to work with students with disabilities, but even without guidelines, resources and adequate physical structure, they try to promote education for these children. It is concluded that the path to true inclusion requires the commitment of various social actors so that the school can truly be a place of diversity.