SCHOOL INCLUSION: A CASE STUDY ON CHARGE SYNDROME

Abstract

This article discusses the inclusive process of a student with Charge Syndrome in a regular school, presenting the school's experiences in this context. A bibliographical research was carried out, and an experience report was carried out on the path taken to understand and include students with Charge Syndrome in regular education classrooms. Its objective is to reflect on the inclusive process and the specificities of Charge Syndrome; highlight the characteristics of the person with the respective syndrome, encouraging the need for pedagogical adaptations for the student's school inclusion. Given the approach, the methodology of qualitative research was chosen, with a case study that helps us argue the results of the study through analysis and perceptions. The article is organized into three subthemes, first: conceptualization of Charge Syndrome, second: experience report and third: the importance of adapting teaching through collaborative relationships. The data shows that it is still necessary to carry out studies on the subject, so that educators can expand learning and be able to plan and implement interventionist actions to better develop the skills and competencies of these students.