EDUCATION FOR DIVERSITY: THE INCLUSION OF STUDENTS WITH DISABILITIES AND DEAF STUDENTS IN ADAPTED EDUCATIONAL SPACES FROM THE PERSPECTIVE OF A SPECIALIZED EDUCATIONAL SERVICE TEACHER AND A BILINGUAL HISTORY TEACHER (LIBRAS)

Abstract

This article discusses the importance of including students with disabilities and deaf students in educational settings, from the perspective of a Specialized Educational Assistance (AEE) teacher and a bilingual History teacher in Libras. The study highlights the history of exclusion of these populations and the advances promoted by policies such as the Salamanca Declaration (1994) and the Brazilian Inclusion Law (LBI-2015). The study analyzes two inclusive contexts: the first focuses on students with different disabilities, addressing the importance of Assistive Technologies, collaborative methodologies, and teacher training; the second deals with bilingual education for deaf students, defending Libras as the first language and pointing out challenges such as the lack of teaching materials and qualified interpreters. The text proposes innovative pedagogical practices, such as the use of visual resources and collaborative learning, and defends the school as a space for welcoming and valuing diversity. Based on theorists Vygotsky, Piaget, Gardner and Larrosa, the article concludes that inclusive and bilingual education is a fundamental right, a commitment to equity and an essential tool for forming critical, empathetic citizens prepared for a more just and democratic society.