Inclusão de pessoas com deficiência intelectual nos anos iniciais, em escolas da rede municipal de Jiquiriçá: estratégias e ações

Abstract

This monograph, entitled "Inclusion of People with Intellectual Disabilities in the Early Years, in Schools of the Municipal Network of Jiquiriçá: strategy and actions", addresses the importance in effectively including people with intellectual disabilities in regular schools, which aimed to understand how the process of including children with intellectual disabilities takes place in the context of the regular classroom of the early years of elementary school in two public schools in the municipality of Jiquiriçá-BA. The monograph will contribute to the enrichment of research in the educational area, proposing a reflection on the need for inclusion. The choice of the theme is justified in knowing the inclusion process, in order to contribute to effective inclusion practices. It is a qualitative research that used semi-structured interviews as a data collection instrument, with two teachers from the regular school system. This work adopts as a theoretical reference the studies of Pintor (2017); Mantoan (2002) on intellectual disability. The study shows that, even though they are environments that promote and promote the development of people with intellectual disabilities, by allowing them to constantly interact with different people, regular schools in the municipality of Jiquiriçá cannot yet be considered inclusive schools.