A inclusão social de crianças com necessidades educacionais especiais

Abstract

This study aims is to understand what are the most appropriate pedagogical practices for the teacher to work for the inclusion of pupils with SEN, defining the legal aspects of inclusion, identifying the proper behavior of the teacher in the classroom with students who have special needs and presenting media, attitudes and challenges to be overcome in the difficult task of educating for inclusion. It is a text that was possible through literature in an attempt to gather assumptions that indicate important elements to work with the inclusion in the current social context. The results show that inclusion practices are possible from the teacher training, curricular adaptations, the diversity of nature and equality, democracy and respect with which these practices are adopted. Herein are included as important elements: the design of teaching and learning, the importance of reflection, evaluation, the preparation of the political-pedagogical project. Finally, the school has to change their pedagogical paradigms and invest in a practice of respect for differences, be they physical, biological, social or cultural.