A inclusão da criança com Síndrome de Down na educação infantil: desafios e possibilidades
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Tipo
Artigo
Classficação
Nível técnico
Data
2023
Título do Períodico
GESTO-Debate
ISSN
2595-3109
Página(s)/e-location
164-187
Idioma(s)
pt
Fonte
Fonte
Campo Grande, MS
23
8
abr.
23
8
abr.
Coleções
Resumo
No presente artigo objetiva-se analisaros desafios e as possibilidades da inclusão da criança com Síndrome de Down(SD)no espaço da Educação Infantil na perspectiva da educação inclusiva e como garantia dos direitos das crianças.Como técnica de levantamento de dados, optou-sepela aplicação de questionários aos professores que cuidam e educamcriançascom SDem classes regulares, particularizando os aspectos físico, social, cognitivo e psicológicodefinidos na legislação brasileira comodimensões fundamentais do desenvolvimentointegral humano.Em síntese, com o estudo constata-seque os desafios de incluir uma criança com SD na Educação Infantil se devem às especificidades da síndrome e principalmenteàs escassas condições materiais e à falta de uma melhor organização pedagógica para atender adequadamente as crianças com SD junto às demais crianças. Ainda assim, os professores têm claro que é possível incluir as crianças com SDnas instituições de Educação Infantil e, nesse espaço, garantir-lhes uma educação fundada nos direitos fundamentais e os direitos de aprendizagem e desenvolvimento.
This paper aims to analyze the challenges and possibilities of inclusion of children with Down Syndrome (DS) in Early Childhood Education from the perspective of inclusive education and as a guarantee of children's rights. As data collection technique, it was decided to apply questionnaires to teachers who care for and educate children with DS in regular classes, particularizing the physical, social, cognitive and psychological aspects defined in Brazilian legislation as fundamental dimensions of integral human development. Summarizing, the study has shown that the challenges of including a child with DS in Early Childhood Education are due to the very complexity of the syndrome and mainly to the scarce material conditions and the lack of a better pedagogical organization to adequately care for children with DS along with other children. Even so, teachers are clear that it is possible to include children with DS in Early Childhood Education institutions and, in this space, guarantee them an education based on fundamental rights and the rights of learning and development
This paper aims to analyze the challenges and possibilities of inclusion of children with Down Syndrome (DS) in Early Childhood Education from the perspective of inclusive education and as a guarantee of children's rights. As data collection technique, it was decided to apply questionnaires to teachers who care for and educate children with DS in regular classes, particularizing the physical, social, cognitive and psychological aspects defined in Brazilian legislation as fundamental dimensions of integral human development. Summarizing, the study has shown that the challenges of including a child with DS in Early Childhood Education are due to the very complexity of the syndrome and mainly to the scarce material conditions and the lack of a better pedagogical organization to adequately care for children with DS along with other children. Even so, teachers are clear that it is possible to include children with DS in Early Childhood Education institutions and, in this space, guarantee them an education based on fundamental rights and the rights of learning and development
Descrição
Palavras-chave
Síndrome de Down, Educação infantil, Inclusão, Down syndrome, Childhood education, Inclusion
Citação
REIS, Elisalma de Matos ; SILVEIRA, Marielza da Silva ; LORENSET, Odimar. A inclusão da criança com Síndrome de Down na educação infantil: desafios e possibilidades. GESTO-Debate, Campo Grande, MS, v. 23, n. 8, p. 164-187, abr. 2023. https://doi.org/10.55028/gd.v7i01.18176. Disponível em: https://periodicos.ufms.br/index.php/gestodebate/article/view/18176. Acesso em: 2024-04-22