Inclusão de alunos com déficit cognitivo: contribuições da sala de recursos e suas metodologias para as adaptações curriculares

Abstract

The Inclusive Education brought countless reflections, discussions and it looked for to create situations that make to notice us the as it is still necessary to learn to respect the differences of the the students, because many of them, even in classroom, they continue excluded. For that, it is necessary to try to find solutions and more appropriate methodologies for all to have chance of learning, looking for to assist to the needs of each one. That is what look for legislative actions built starting from the signature and of the compromising of Brazil with the Declaration of Salamanca and other Declarations. Like this, a quality school, with specialized service guaranteeing to the students-through a room of resources multifuncionais and with teachers qualified with didactic-pedagogic materials-it is the necessary support to assist to their individualities and so that all of the teachers of the common room get to provide the access to the knowledge in a rich atmosphere in incentives for future enfrentamento of the daily. That service should be individual or in small groups, in inverse schedule to the of the common classes where the student is registered. The teacher of the room of resources should get ready to assist each one, in agreement with their special needs, providing the own student's conditions to execute every type of possible work, beginning of the simplest for the more compound and adopting strategies that motivate him/it to accomplish the tasks so that he has better use. That space for specialized education service can assist students with deficiency, high habilidades/superdotação, hyperactivity, deficit of attention, cognitive deficit or other special education needs. Depending on the case, they are necessary helps techniques or equipments and also the united performance, because the inclusion is a challenge of all and not just of the teacher of the room of resources. The data obtained in the Research of Field contemplate that it is very difficult to have student with cognitive deficit in classroom, because all the interviewees are considered despreparadas to act with students with special educational needs. Besides, referred them students need that the school offers room of resources and wide majority of the schools doesn't have that service. Same having the referred room is of addition importance that the teacher that works in her is qualified and qualified for the work, which should be in consonance with the one of the teacher of the group.