Educação especial: as principais dificuldades enfrentadas pelas escolas para incluir crianças com Síndrome de Down no processo de formação, dentro de um currículo sistematizado

Abstract

This research presents the concern of how to include children with Down Syndrome in the public schools of the Municipality of Valença in Bahia. It makes an analysis of the curriculum and of the impacts of the public policies, it conceptualizes inclusion and integration, it does not restrict itself solely to the problem but also contemplates the difficulties confronted, the attitudes with regard to the families, their feelings, the lack of formation of the teachers and the lack of physical structure to receive these children. It is based on a bibliographic research using books and documents. In regard to the legal aspects, the following laws are presented, among others: the LDBEN; Law 4.024/61, Law 5.692/71, Salamanca Declaration, Law 9.394/96, PNE, Resolution CNE/CEB nº 2/2001. For the theoretical base we present: Mantoan (1997), Beyer (2006), Mazzotta (1996), Sassaki (2008), Voivodic (2004). The research is structured in three chapters: in the first – the Laws which give foundation for inclusion, the second – the theme in general lines and the third – the issues of inclusion of persons with Down Syndrome.