Deficiência intelectual na educação de jovens e adultos: convergências e divergências entre documentos e práticas "inclusivas"

Abstract

This monograph aims to provide analysis and reflection on the inclusion of students with intellectual disabilities in Youth and Adult Education. The inclusion of students, who have special educational needs, has been mobilizing society and the entire school community in the face of other educational spaces where everyone is entitled to have access to and guarantee of school education, all of whom must be enrolled and included in the regular school classrooms. , regardless of its limitations, opinions and technical reports. This movement makes the school reflect on the principles of this new paradigm, which ranges from living with these students in the same space to a change in the organization of all the school's pedagogical work. Regarding students with intellectual disabilities, we believe that their insertion in educational institutions, carried out within this paradigm of school inclusion, may constitute a fundamental experience that will define the future of their inclusion process in society. In this way, all individuals must have guaranteed their right to access and stay in the free and quality public school, thus enabling a possible, independent life and a critical posture in face of the events that occur in their daily lives.