PRACTICES IN INCLUSIVE EDUCATION: ADAPTIVE METHODS FOR STUDENTS WITH DISABILITIES

Abstract

This paper discusses adaptive inclusive pedagogical practices in public and private schools, focusing on serving students with disabilities in the process of school inclusion. The theoretical framework addresses adapted pedagogical practices, using low-cost resources to promote curricular adaptation in schools. The research, of a qualitative nature, was configured as a bibliographic study, complemented by research and preparation of materials for application in the field. Practice and directed observation were used to collect information. The results were analyzed and understood based on content analysis and practices applied in the field. It was found that inclusive pedagogical practices are a challenge to be overcome by everyone, especially in the context of the regular classroom. During the observations, the following aspects became evident: authoritarian, decontextualized practices, inflexible content, and a demotivating routine. Classes are generally structured in a rigid manner, with a sequence that includes copying on the board, taking notes and explaining the content, characterized by the absence of diverse teaching materials, limited to the exclusive use of textbooks. In addition, the conditions and structuring of the materials are often inadequate, resulting in a precarious school environment and hindering the effective teaching and learning process. In view of this, it can be stated that, in the context studied, there is still a significant gap between teaching practice and the necessary adaptations, which compromises the process of inclusion in school environments.