O processo de inclusão de um aluno com necessidades educativas especiais na educação infantil

Abstract

This study aimed to include a four-year student with learning disabilities in the classroom pre-school kindergarten in the city of Capon of Canoa, seeking their inclusion in school and their development. Participated in this study, the teacher's classroom, the subject's family and other special students in the class and teachers. From the research topic, the methodological choice to circumscribe a qualitative approach, using as a tool for research, comment, guidance, family interviews, referrals and educational intervention. The research universe was in a room pre-school to attend this particular subject, seeking to identify the general needs and potential of the child included, as well as the development of the student in relation to cognitive, linguistic, and socialization, using as they have worked through the play, the music and its attributes, as well as colleagues "normal" special student, was presented children's stories about diversity, showing that differences exist and should be respected and monitoring a speech therapist. With the data obtained in the interview with the teacher and family and even with other teachers from school, I noticed that there was much fear, uncertainty and misinformation to participate in the growth and development of individual and realized this guidance and help teachers to adapt school activities, as well as the promotion of informative lectures for all school teachers on the role of special education, disability and how it will operate the mental room Multifunctional (ESA) that is to be implemented as a hub for the end of the year or early next year. All of these actions in the process of school inclusion of students, facilitated the activities of their daily lives, their relationships and their growth at the school of kindergarten and beyond.