EDUCATION WITH INTELLECTUAL DISABILITIES: included or inserted in the classroom? curricular flexibilization and the school inclusion process

Abstract

This study aims to understand and discuss issues relating to the understanding of special education from an inclusive perspective in regular education institutions. The text highlights the relevance of curricular flexibility in the inclusive education process aimed at teaching people with Special Educational Needs, including students with intellectual disabilities. To this end, literature review was used as a methodology. In preparing this study, documents that guide school inclusion were used, including the National Guidelines for Special Education in Basic Education and the National Special Education Policy. As a theoretical reference, national and international reference authors were used; among them: Mantoan (2003; 2004), Moreira and Candau (2007), Perrenoud (2000), Reis (2021), Ropoli (2010), Sacristán (1998), Stainback (1999), Silva and Reis (2011). The text points to the need for teaching praxis with educational actions based on valuing the diversity present in educational environments, as well as respecting the singularities of each student. In this way, it highlights inclusion due to the school's resourcefulness in responding effectively to the differences in students' learning through the necessary curricular flexibility.