Intervenção em escola com aluno de inclusão em Contagem

Abstract

The number of students in medical report status, considered special for psychosocial inclusion in education, has been growing gradually in the schools of Contagem and consequently it can be deduced that throughout the national territory. According to Camargo (2017 p. 01), “Inclusion, therefore, is a social practice that applies in work, architecture, leisure, education, culture, but mainly in the attitude and perception of things, of themselves. and the other. ” These students do not have an objective teaching unit for their so-called cognitive problem, so they are placed in an inclusion school where their intellectual level is not equal to the non-inclusive ones. Within family relationships, the inherent need for the child to live in an equal way in society is inherent to the parents and the school is inherent the need to make him feel welcomed and to achieve the intellectual growth appropriate to his conditions. To meet both needs, it is proposed in this research work that a trained and specialized team is available to work with the body of inclusive students and their families directly linked to the school. However, this select group will be more conducive to individualized and personalized care, with a language that will contribute to inclusion being socially and pedagogically effective.