INCLUSION OF CHILDREN WITH INTELLECTUAL DISABILITIES

Abstract

The objective of this article is to understand the inclusion process of students with intellectual disabilities in the education system. We seek to conduct a survey to verify if this inclusion is actually occurring and to analyze the pedagogical practices of teachers. Furthermore, we propose offering continuing education to teachers, as well as providing resources that can help in the inclusion of students in the school environment. We understand that, in the school environment, there is a great challenge in working with students with intellectual disabilities (ID). Some teachers feel distressed because they do not know how to deal with the difficulties these students present, nor how to overcome such obstacles. These issues have been widely discussed by some theorists in the field who highlight the lack of a single, effective method. Thus, teachers face adversity when trying to find appropriate methods and pedagogical practices that can, in fact, promote the inclusion of these students in school spaces.