Plano de desenvolvimento individualizado no atendimento educacional de alunos com deficiência intelectual: questões e sugestões

Abstract

This work aims to investigate the challenges in the construction and implementation of the Individualized Development Plan (IDP) in the Specialized Educational Service (SES) of students with intellectual disabilities (SID) in a state public school in Jacaré dos Homens, Alagoas. The study highlights the relevance of the IDP as an essential pedagogical tool for the individualization of teaching and the promotion of the effective school inclusion of these students, in accordance with Brazilian educational legislation. This instrument makes it possible to meet the specific needs of students, offering targeted support for their academic and social development. The research is justified by the need to understand and improve inclusive pedagogical practices, especially in light of the recent inclusion of students with intellectual disabilities in regular education, a context that has imposed significant challenges on teachers. Among these challenges, the difficulty of integrating differentiated strategies into the regular curriculum and the guarantee of effective service to the singularities of these students stand out. The methodology adopted was a qualitative approach, combining documentary research and content analysis. The research involved monitoring 21 students with intellectual disabilities in the multifunctional resource room (SRM), using a logbook as an instrument to record reflections on the stages of elaboration, execution, and revision of the plans. The analyses were organized into three main categories: structuring, implementation, and revision of the plan. The documentary research included the analysis of legislation, educational guidelines, and institutional documents related to inclusive education and specialized educational services. The results indicate that, although the Individualized Education Plan (IEP) is essential to ensure inclusion, its effectiveness is directly linked to a collaborative approach, involving regular and special education teachers, families, and other education professionals. The main challenges identified include the lack of articulation between these actors, the lack of continuing education for educators, and the need for greater awareness of the importance of inclusive practices. The study reinforces the urgency of integrated strategies to overcome these barriers and guarantee the right to quality education for all students.