EDUCAÇÃO INCLUSIVA NA EDUCAÇÃO INFANTIL, ANOS INICIAIS: ALGUMAS PROBLEMATIZAÇÕES

Abstract

Inclusive education is premised on equal opportunities and an understanding of human difference, and as such, takes into account the social, cultural, intellectual, physical, and sensory diversity of human beings. The inclusion of students with disabilities in regular schools is mandatory and has generated much discussion, because the fact that students with disabilities are accepted does not mean that inclusion really exists. Therefore, the aim of this work was to analyze whether students with disabilities are having their rights guaranteed in such a way as to ensure that every child has a means of accessing this right. Thus, a contextualization of inclusive education in Brazil with the historical milestones was performed, a presentation of the inclusion in the educational contexts and a description of the target audience and its particularities, showing how to include it in the early years. The methodology used to support the work was a bibliographic analysis with research in official documents and academic articles about inclusive education. The main results of this study were that every child has the right to be in school and learn. Therefore, it is necessary to create adaptations for the courses when necessary to guarantee engagement and learning. That is, if everyone is different, it is necessary to diversify and differentiate at the same time, proposing teaching strategies with diverse and potentially suitable for heterogeneous groups, proposing differentiation in terms of challenges, and providing support when necessary to ensure equal opportunities in learning.