O ATENDIMENTO AOS ALUNOS COM DEFICIÊNCIA NA ESCOLA MUNICIPAL CÍVICO MILITAR PROFESSOR VERÍSSIMO DE MELO (ECIM): O QUE DIZ A LEI E COMO DE FATO ACONTECE NO COTIDIANO DA ESCOLA

Abstract

This article proposes to discuss the challenges faced for the implementation of special education within the current inclusive education policy, especially in Brazil. For this purpose, we present a brief history of the various stages and movements regarding educational guidelines based on the segregation of students with disabilities, which supported special education from its implementation to the adoption of an enrollment policy in the regular school system. the bringing together of children with or without disabilities in common classrooms in public schools. We discussed the conditions for implementing the Federal Government's proposal for an “inclusive educational system”, which has specialized educational support to complement and supplement school education. Another important point of this article is the discussion on the adequacy of the pedagogical political project to make the school a space for everyone, enabling students to build knowledge according to their abilities and develop as citizens in their differences. This process goes through physical and pedagogical aspects of the school, the adequacy of the curriculum to ensure that the student actually feels welcomed and included, this needs to go beyond their socialization. Finally, we present how the multifunctional classroom and resources were implemented together with specialized educational teaching at the Municipal Civic Military School teacher Veríssimo de Melo, located in the west side of the city of Natal/RN, aiming to accommodate students with disabilities more effectively. We conclude by confirming the importance of these public policies for students with disabilities, but emphasizing that we still have a long way to go so that they actually develop as they appear to govern them.