PROCESSOS DE ENSINO E APRENDIZAGEM DESENVOLVIDOS NA PERSPECTIVA INCLUSIVA

Abstract

This article discusses the inclusion of students with disabilities and how their teaching and learning process takes place within the schools of the regular and basic education network in the first years of elementary school, it also brings an approach to the functioning of a school in Goiânia, the functioning of the SRMF and the AEE. This work has as main references: Mantoan (1997, 2002 and 2015), Kassar (2012), Rebelo and Kassar (2014), Dubet (2003), Glat and Almeida (2014), Stainback and Stainback (1999), Farias and Santos (2020), Anjos (2011), Piovesan et al (2018), Falconi e Silva (2002) and E.M.T.I.M.F. (2021). How is teaching being developed to include the teaching being developed for elementary school I? The main objective of the study: to understand the inclusion in the educational context of the public basic education network. A qualitative research was developed, for data analysis and discussion, through scientific articles in the selected Google Acad Portal, from the year 2021, using the following descriptors: teaching and learning; school inclusion. The inclusive perspective of learning leads to a broader approach to students' educational difficulties, centered on student development. According to Mantoan (2015), the inclusive perspective indicates the right of all students to access the same curriculum. With this, students with disabilities need teachers to approach them, that is, to capture their limits and recognize their needs, in order to give them essential support, thus meeting their individualities.