Inclusion of Students With Down Syndrome in Brazilian Schools

Abstract

Down syndrome, or chromosome 21 trisomy, is a genetic change that occurs at the time of conception of a child. People with Down syndrome have intellectual disabilities, this fact contributes to social exclusion, isolation and impairment in their development, since there is much social prejudice regarding this syndrome. Considering the need to include children with Down Syndrome In schools this research aimed to promote a reflection on the process of inclusion of these people in Brazilian schools through the assistive technologies used. This research is an integrative literature review where the search took place in databases of greater relevance to the subject. The exact descriptors of medical subject titles were used in English using "Mainstreaming (Education)", "Down Syndrome" and "Schools" and in Portuguese the exact descriptors in the health sciences "Educational Inclusion", "Down Syndrome" and Schools”. The results showed that the insertion of the child is only physical and only due to the obligation promoted by the current national legislation. Social inclusion does not occur in such a way as to integrate students, teachers and technicians, and teachers are unprepared to drive inclusion due to limitations in their education, lack of incentive to qualification, school infrastructure and large numbers of students in the classroom. In accordance with this reality, this paper aims to promote a reflection on the inclusion of students with Down syndrome in Brazilian schools, through the discussion and development of appropriate assistive technologies for this process to occur effectively.

The Stereotypical Image of People with Down Syndrome from the Viewpoint of Female Special Education Students at Mu’tah University

“…It is therefore deemed that they should attend schools or centers meant exclusively for them (Alsheikh, et al, 2019;National Down Syndrome Society, 2023). Families can also oppose the idea of the successful inclusion of students with Down syndrome in regular schools and may thus require support to understand that the inclusion of their children with Down syndrome in regular schools could be a good experience (Alencar et al, 2019;Luiz et al, 2012). People with Down syndrome can benefit from being included in regular schools (Alabri, 2017;Alencar et al, 2019;National Down Syndrome Society, 2023;Sirlopu et al, 2008).…”

“…Families can also oppose the idea of the successful inclusion of students with Down syndrome in regular schools and may thus require support to understand that the inclusion of their children with Down syndrome in regular schools could be a good experience (Alencar et al, 2019;Luiz et al, 2012). People with Down syndrome can benefit from being included in regular schools (Alabri, 2017;Alencar et al, 2019;National Down Syndrome Society, 2023;Sirlopu et al, 2008). It is generally indicated that appropriate education provided to children with Down syndrome in inclusive environments is more beneficial for them than the instruction they receive in exclusive schools or centers (Hughes, 2006).…”

Desafios e Práticas Inclusivas ao Aluno com Transtorno Opositor Desafiador na Educação Física Escolar: um Estudo de Revisão Integrativa

“…Diante disso, é preciso estabelecer estratégias que atendam as práticas inclusivas, de modo que se desenvolva um sistema educacional unificado que seja flexível e que tenha recursos necessários para atender às necessidades dos alunos (ALENCAR et al, 2019a;ARAÚJO;ARAÚJO, 2017). Ainda, sabe-se que o processo de inclusão escolar de um aluno com TOD tem grande complexidade e não se resume a uma receita ou manual, mas é algo construído através de experiências e de vivências ocorridas no espaço escolar (ARAÚJO; ARAÚJO, 2017).…”