ACCESSIBILITY AND INCLUSION IN PUBLIC EARLY CHILDREN'S SCHOOLS IN THE MUNICIPALITY OF SÃO MIGUEL DO GUAMÁ-PA

• DOI: 10.22533/at.ed.558392330031

• Palavras-chave: Education; Inclusion; Accessibility.

• Keywords: Education; Inclusion; Accessibility.

• Abstract:

  In this article, we sought to note what schools need to welcome children from Early Childhood Education aged 0 to 5 with disabilities. Aiming to highlight that every disabled child has the right to attend school; ensure accessibility in the school environment; take into account the need for awareness and fight against prejudice and explain that children with disabilities can develop different activities. Showing cavities, in relation to the various extensions of accessibility, confirming that school environments remain marked by disrespect for differences and the presence of architectural, curricular, attitudinal barriers, etc. In recent times, society has witnessed the implementation of an inclusion policy for students with disabilities in regular schools, however, these inclusion policies do not always cover all the targeted scales. Thus, the methodology employed focuses on the theoretical basis, qualitative and quantitative research, through interviews and bibliographical survey regarding the inclusion and pedagogical practices of Early Childhood Education Schools in the municipality of São Miguel do Guamá. According to the result of this research, it was possible to conclude that the accessibility offered by municipal schools is still far from being considered of quality, where inclusion is not yet for everyone and that investigations like this can help the management, both of the Department of Education and of regular education institutions.