INCLUSÃO DE CRIANÇAS DE 4 A 6 ANOS COM NECESSIDADES ESPECIAIS NO ENSINO REGULAR

Abstract

School inclusion goes far beyond thinking about “special education”. It was created with the aim of recognizing the differences between students and valuing these characteristics through activities that favor the potential of each child. In this way, the paradigm that children with differentiated development need to attend special education is broken. The main objective of this article is to discuss the inclusion of students with disabilities in Early Childhood Education. In addition, a bibliographic research based on the ideas that deal with the subject will be applied, as this process will be fundamental for the conception of results of the proposed question. The school must offer the student the differentiated resources that are fundamental to their learning, such as physical adjustments to the school environment, specialist teachers or content acceleration.