A inclusão de crianças com síndrome de down no ensino regular

Abstract

This article presents discussions about the inclusion of children with Down´s syndrome in mainstream schools. Presents brief analysis of national inclusive laws in Brazil, mainly the National Special Education Policy in the Perspective of Inclusive Education – PNEE-EI / 2008. Because of the complexity of the topic and the fact generate some controversy in the Brazilian educational system, it was necessary to understand some of this reality through studies at the Bank of Theses and Dissertations of Capes, enabling, thus a theoretical knowledge that served as a foundation for a better substantiation on this subject. The methodology used for the data collection was carried out through document analysis and a research at the Bank of Theses and Dissertations of Capes. From the results obtained it was found that even with major advances in the inclusion of students with disabilities in regular schools, there is a necessity for further clarification for teachers, requiring thus greater diffusion of pedagogic practices aimed to the educating with Down´s Syndrome, as well, a greater concern through public policies to provide training to teachers so that they can contribute to the process of education of these students in mainstream schools.