Inclusão escolar: os processos de escolarização de alunos com Síndrome de Down

Abstract

The inclusion of people with Down syndrome in the regular system is a relevant topic in teacher education and school practices. In this sense the objective of this study is to describe pedagogical conceptions and practices directed to students with Down syndrome in a private school network in Nova Cruz-RN. The methodology used in this study was a descriptive and exploratory qualitative research. For data collection was used a questionnaire with objective and subjective questions, attended three (3) teachers, a pedagogical coordinator and ten (10) students. With the analysis of data collected know the profile of teachers who work with SD student in this institution, they teach at this school between 2-28 years have an age group between 26-50 years and are all graduates. Teachers find that the greatest difficulties in working with children with Down syndrome are the lack of adequate training and support offering and services provided by the school. Most respondents reported that family support is a key facilitating factors for the social inclusion of these students.