Prática pedagógica para alunos com défict cognitivo

Abstract

This study aims to analyze reports of educational practices with students who have cognitive deficit in reportage disclosed in the magazine new school, taking into account the conceptual paradigms and principles has been increasingly defended, Inclusive education and significant learning for all students in official documents, national and international levels. Changes to the core learning education and inclusion of these students, requiring all effort for which the school is seen as an environment for building knowledge no longer exists discrimination. The only way education will have a broad and complex character, favoring the lifelong learning the whole student, regardless of the difficulties that presents.