O aluno com deficiência causada pela Síndrome de Williams na escola comum : processos inclusivos pelas falas daqueles que os vivenciam

• Ano de defesa: 2014
• Autor(a) principal: Braga, Lívia Vares da Silveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: School inclusion; Williams Syndrome; Clinical diagnosis; Inclusive processes; Síndrome de Williams; Diagnóstico clínico; Processos inclusivos; Diagnóstico; Deficiência mental; Inclusão escolar; Síndromes; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1907

This study sought to understand how the process has been going on for inclusion of students with disabilities caused by Williams Syndrome in the context of the common school. As a methodology, this research used a qualitative approach from the methodological aspect of description because it uses individuals as sources of information in written or spoken reports, whose life experiences are directly related to the topic of study. To complete the proposed objectives, we present this article in the context of past social theory because this understands the individual as a producer of knowledge and culture while already born immersed in a history and values that is earlier. We also offer a brief rescue of the trajectory of the education of the disabled person since the days when this was segregated to inclusive proposals as well as their legal advances, obstacles and challenges This research has also sought to take a brief characterization of Williams Syndrome and the reports produced about the topic of study. As a result of listenings carried out in the field, the narratives of the individuals involved in this article directed us to reflect on the school inclusion and the teacher's role in the process, as well as the modes of use of clinical diagnosis by education professionals and the learning processes of students with disabilities caused by Williams syndrome. This research showed that although many professionals seek innovation of practice, many other challenges, such as the training of teachers, permeate this process in the struggle for the implementation of a truly inclusive education.