INTELLECTUAL DISABILITY AND MATHEMATICS EDUCATION: CHALLENGES AND POSSIBILITIES IN INCLUSIVE EDUCATION

Abstract

This article presents a critical analysis of scientific productions related to the interface between intellectual disability and mathematics education, focusing on the perspective of Inclusive Education. Through a systematic literature review, the main challenges and possible strategies to promote mathematical learning for students with intellectual disabilities in inclusive contexts were identified. Challenges identified include lack of adequate resources, insufficient teacher training and attitudinal barriers. However, several possibilities were also identified to overcome these challenges, such as the use of assistive technologies, curricular adaptations, continuing teacher training and valuing diversity. It is concluded that promoting inclusive mathematics education for students with intellectual disabilities requires a multifaceted approach, involving educational policies, teacher training and inclusive pedagogical practices, aiming to guarantee the right of all students to a quality education. This writing can be an alternative for advancing knowledge about inclusive education and highlights the importance of an approach centered on the student and their individual needs.