Educação e Serviço Social: uma análise sobre educação inclusiva de crianças com sindrome de down.

Abstract

The general objective of this study is to understand the difficulties faced for children with Down syndrome in accessing inclusive education, as well as elucidating the role of social work in this context. Initially, the study addressed the nature of Down Syndrome, emphasizing that this genetic condition, characterized by an extra chromosome in pair 21, requires a specific that is guided by the recognition of particular needs in the physical and cognitive development. The research also highlighted the importance of family and school acceptance of these children, who often face multiple pathologies associated with the syndrome, as well as discussing the difference between the concepts of inclusion and integration of students with Down Syndrome in schools, highlighting the need for adaptations in the educational environment to promote a truly inclusive system. The concepts and principles of inclusive education, as well as appropriate pedagogical strategies, which include adapting content and using visual resources to optimize the learning of these students. In the second part of the study, the role of social service within schools, where the social worker acts as a facilitator in the implementation of inclusive education policies and mediation between schools, family and community. The review of national inclusive education policies highlighted the advances and persistent challenges that require action proactive action by professionals to ensure the effective inclusion of students with Down's syndrome. In this context, the final considerations reiterated that the inclusive education for children with Down Syndrome is an opportunity to reaffirm the values ​​of equity and social justice in the educational environment, as the work recognized that, despite legislative and methodological advances, There are important barriers that prevent the full inclusion of these children in Brazilian educational system, pointing to the continuous need for research, professional training and review of educational practices and public policies.