INTERPERSONAL RELATIONSHIPS IN THE SCHOOLING OF CHILDREN WITH DISABILITIES

Abstract

Inclusive education seeks the rights of all and equal conditions for access and permanence at school, attesting to the importance of all students being able to learn. Therefore, it is important to know and discuss the interpersonal relationships that occur in the school environment and that can positively or negatively impact the inclusion of students with disabilities, as well as their learning and development. Given this need, this work aims to present the observation and analysis of interpersonal relationships established by students with disabilities enrolled in a school in the city of Jequié-BA. This is an experience report, with experiences from the Supervised Internship II and III subjects, taken as a requirement for training in a Pedagogy course. It was possible to notice that the interpersonal relationships of children with disabilities in the observed context are less frequent, include conflicting behaviors, in addition to being hampered by some forms of pedagogical approaches and issues characteristic of the disabilities themselves.