A inclusão de alunos com Paralisia Cerebral Infantil na escola: Reflexões sobre a prática em sala de aula

Abstract

School inclusion is always a complex issue, especially when it comes to integration and practice of the teacher in the classroom, for people with any disability, which is in the context of people with Special Educational Needs (SEN). Therefore, in this study, the overall objective is to reflect on the inclusion of pupils with Cerebral Infantile Paralysis (PCI) in school, defining said specialty, analyzing the needs of inclusive education and identifying the best practices to the teacher to live this reality in your classroom. The approach to the subject is given from a bibliographical research, qualitatively and construction purposes of a literature review to clarify the issue. Possible notes from the studied theoretical framework is that the inclusion of students with PCI is complex, because the school and the educational system still have many limitations. To carry out an adequate inclusive education to these cases, it would be necessary, along with a good teacher training for the service, considering the peculiarities of patients with this deficiency, also the organization of a multidisciplinary team, through which he could perform other skilled professionals as the physiotherapist, psychologist, educational psychologist and others. These professionals should be directed to develop inclusion policy starting with the goal of rehabilitating said carriers, allowing cancel many of their physical limitations.