A inclusão da criança com deficiência física na educação infantil: uma revisão de literatura

Abstract

This paper presents a literature review on the inclusion of children with physical disabilities in Early Childhood Education, with the aim of identifying the main challenges, pedagogical practices, public policies and theoretical contributions related to the topic. The research was conducted based on publications available on the CAPES Journal Portal and the Digital Library of Theses and Dissertations (BDTD), with a time frame between 2013 and 2023. The analysis of the selected studies revealed physical, pedagogical and attitudinal barriers that still hinder the implementation of inclusion, despite the current legal framework. Successful strategies were also highlighted, such as the use of Information and Communication Technologies (ICT), inclusive playing and the strengthening of emotional bonds in the school environment. It is concluded that, in order to ensure effective inclusion, it is necessary to invest in teacher training, adapt school spaces and strengthen collaborative practices and educational policies committed to diversity and equity.