POSSIBILIDADES DE PRÁTICAS EDUCATIVAS INCLUSIVAS PARA EDUCAÇÃO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

The present research on the possibilities of inclusive educational practices for education in the early years of elementary school that can be worked on by teachers and education professionals in order to make classes accessible to all, has the general objective of analyzing inclusive educational practices that guarantee the learning of students. It presents as methodology a qualitative approach, of a basic nature, and exploratory classification so that a bibliographic research was carried out, with a survey of works already published and available on the internet. As researched, some educational practices and attitudes that can facilitate and assist in the development and learning of students with educational needs are the following: flexibility and curricular adaptations, support units in the school itself, specialized monitoring, practical implementation of educational policies and individualized care, all these aspects can be performed by the education professional and ensure learning and development. Autism and Asperger's syndrome are the most well-known of the developmental disorders. Attention deficit hyperactivity disorder is a neurobehavioral syndrome that is characterized by the persistent presence of inattention, hyperactivity and impulsivity that also interferes with the development of the individual, as well as bipolar disorder, such educational needs guarantee the diagnosed student the right to school monitoring with a specialized support professional who works together with the class teacher to ensure efficient and meaningful learning for the student. It is concluded that there is no standard to follow, but rather a varied possibility of working inclusive methodological didactics that meet the individual needs of each student.