A inclusão no contexto da educação infantil: uma revisão integrativa.

Abstract

At present, inclusion in early childhood education is necessary to guarantee the rights of children with special needs. It is the right of everyone to have access to quality education, and thus, to participate actively in society. Considering the relevance of the inclusion approach in early childhood education, the role of the school in the development of educational activities focused on this theme is of great importance. In view of the above, the present research proposed to carry out an integrative review of publications related to the inclusion and early childhood education themes, considering how they have been contemplated in studies published in Brazil in the last ten years. A descriptive qualitative study of the type Integrative Review of Literature (RIL) was carried out, whose construction and execution was done through a search for articles through the CAPES / MEC journals portal, using as inclusion criteria: to be published in the language Portuguese version, available in its entirety and published in the last ten years (2008 to 2018). After the analysis, it is noticed that early childhood education institutions are not prepared to receive the student with disabilities, there are problems in physical, material and human space. Teachers and principals do not feel prepared to meet students with SEN, academic background does not prepare the teacher to practice in the classroom. Strategies to improve teaching in this category of education are in everyday school life. The learning possibilities of these children are a challenge in inclusion. The participation of the family in the daily life of the child contributes to its development. Socialization is seen as the main contribution to inclusion.