Educação inclusiva: reflexões a partir de um relato de experiência

Abstract

In Brazil, the inclusion of students with special educational needs in regular education is foreseen by law, aiming at the development of effective learning and the right to live fully with other children of the same age. The present study discusses the insertion of students who have special educational needs, addressing inclusive education as a right for all. Thus, this work aims to raise reflections on the aspects that permeate the teaching-learning process of students with special educational needs, dealing with the difficulties and challenges encountered in this process. To raise reflections on aspects related to inclusion, we started with a report of an internship experience carried out in the Include Project of the Basic Education School - Eseba/UFU during 2019, in which I accompanied a student diagnosed with down syndrome. The work exposes relevant aspects to think about how this service is provided in the context of the educational institution and discusses the use of a portfolio to record positive and negative practices in the evolution of these students. Finally, it presents the use of art as a tool for inclusion. From the discussions raised, it was possible to see the importance of discussing issues related to inclusive education today.