INCLUSIVE EDUCATION: TEACHING STRATEGIES FOR STUDENTS WITH DOWN SYNDROME

Abstract

The present research aims to analyze the pedagogical practice of teachers who teach children with Down syndrome, in order to provide these students with the right to equality and opportunity that all citizens have. Based on the assumption that the school has the function of training and providing an education capable of producing intellectual and affective benefits for each and every citizen, the question is how the teacher can favor social interaction (family/educational) mediating learning of students with special educational needs. Bearing in mind that every child has the right to education, it is clear that in the educational scenario there is still a lack of knowledge among teachers about the public policies that have been implemented in recent years, thus favoring prejudices and labels, causing such students do not receive specialized intervention for their adequate inclusion in regular school. Qualitative methodology was used with a bibliographical focus and field research from the perspective of inclusive education, which highlights the importance of the teacher's mediating role with their students with or without special needs in the classroom, and which is essential for them to know deal with them. In view of the above, this work is justified, emphasizing the educational approach as an essential structure for inclusion. Therefore, it is necessary to recognize the importance of the mediation of the teacher who works at the Pedagogical Support Center in a municipality in Bahia in the educational process of people who need more specialized attention.