A inclusão da criança com deficiência intelectual

Abstract

The objective of this article is to conduct a literature review on the inclusion process of students with intellectual disabilities (ID) in the education system. The research focuses on the analysis of theoretical contributions regarding the challenges and pedagogical practices aimed at the school inclusion of these students. Authors in the field highlight that there is no single, effective pedagogical method to meet the needs of these students, which generates difficulties and insecurity among teachers when dealing with the barriers imposed by intellectual disability. Through a critical analysis of the existing literature, we seek to identify the main approaches and discussions on teacher training and the pedagogical resources necessary to promote effective inclusion in the school environment. The review points to the importance of a reflective and adaptable pedagogical practice that takes into account the diversity of students with intellectual disabilities.