TO EDUCATE IS TO INCLUDE: PRACTICES AND EXPERIENCES IN THE PSYCHOLOGY OF SCHOOL DEVELOPMENT

Abstract

This report describes observations made during a supervised internship in Developmental Psychology, focusing on middle school students around 11 years old, including students with dyslexia, dysgraphia, dyscalculia, auditory processing difficulties, and autism spectrum disorder (ASD). Pedagogical practices were observed that seek to meet the diversity of educational needs, utilizing methods and strategies such as digital resources, board games, and Bloom's Taxonomy. This study aimed to understand how educational practices can be adjusted to promote the inclusion and development of students with special needs, highlighting the contributions of developmental psychology to school practice.