Práticas envolvendo aluno com déficit cognitivo

Abstract

Living under the paradigm of inclusion, it becomes necessary to rethink the inclusive practices to meet the rights and duties of the student. Under this assumption arises the need to search for further knowledge, to develop a quality work. However it is extremely important to provide students with a stimulating environment, free of segregation, which does not reinforce their difficulties, but its potential to stimulate and challenge the new skills, stimulating attention and concentration through issues related to their social context. Therefore, this study was based on observations of a student suffering from microcephaly, significant change in neurological function, motor and intellectual. Aiming to develop the autonomy and make it able to be an active subject in their relationships. But the inadequate training and preparation for working students with special needs is perhaps the greatest obstacle to the process of inclusion. This is a problem present in all systems, and there is no doubt that without a training program for continuous, permanent and effective that lets teachers review their teaching practices, no policy will materialize in the classroom. The addition brings the vogue of the question that we as teachers are not ready, trained, makes us see that we always have something to learn and that learning is a daily must be part of our daily.