Maria José Bestete de Miranda
Graduated in Pedagogy and Visual Arts. Pedagogue.
Servant at the State Department of Education of Espírito Santo (SEDU). PhD
student in Educational Sciences at the Inter-American Faculty of Social
Sciences (FICS). Email: mariajosebestete@yahoo.com.br
Ádria Gonçalves Rezende
Graduated in Pedagogy. Early Childhood Education
Teacher. Servant at the State Department of Education of Espírito Santo (SEDU).
Master's student in Educational Sciences at the Inter-American Faculty of
Social Sciences (FICS). Email: adria201133@hotmail.com.
Sérgio Rodrigues de Souza
Graduated in Pedagogy. PhD student in Educational
Sciences at the Inter-American Faculty of Social Sciences (FICS).
ABSTRACT
This work aimed to promote reflection on the inclusion of people with
needs in regular schools. Based on bibliographical research, it was studied,
described and began to better understand the inclusion of these people and how
this inclusion would best be achieved through new proposals to meet their needs
and the needs of the professionals who will work with them. Achieving inclusion
takes work, it means “restructuring schools to accommodate the entire spectrum
of human diversity represented by potential students, that is, people with
physical disabilities...” (SASSAKI, 1998). Restructuring would not be limited
to an isolated course or seminar, but rather a true transformation of schools
and continuous training and monitoring, so that they can truly transform their
educational practice. Hence the need to encourage students with special
educational needs to develop their skills, creativity and socialization.
Inclusion is a process for which there are no ready-made formulas, it requires
everyone to be constantly improving and building. A permanent search for
guidance and support from assistance associations and medical and educational
authorities.
Keywords: Inclusion; Diversity; restructuring.
Reviewed by Current Scientific Journal
on
dezembro 11, 2023
Rating:
