Child with Down syndrome: the meaning of inclusion in the context of exclusion

Abstract

This study aims to understand the process of school inclusion of a sophomore elementary school with Down syndrome. We emphasize the goal of inclusive school, whose intention is not match the child to colleagues, but to make learn within their means. For this to happen, it is crucial that children with disabilities have the support they need, respect for their limitations and the provision of adequate opportunities, taking into account individual differences, diverse and motivating activities. The research, qualitative, sought, through everyday participant observation of the child down and open questionnaires with education professionals, as the coordinator, the regent teacher and traveling helper, grasp the process of inclusion in a public school the state of Mato Grosso do Sul. the analysis of systematic data and signaled theoretical framework that inclusive schools should recognize the factors that influence the process of inclusion and give an answer to each of them, ensuring education through an appropriate curriculum, organizational, teaching strategies, appropriate use of resources and partnerships. The evidence raised in the observations, compared to reports, support the idea that the support offered by the school where the study was conducted is insufficient for successful inclusion. The study favored the reflection that dispenses schools systematization of its time, space and relationships, to be made effective an inclusion that overcomes the gap between theory and practice.