Abstract:
This research is directed toward analyzing the public policies of inclusive education,
specifically, those related to curricular adaptations for students with intellectual
deficiencies who are in the public school system of the Municipality of Macapá, in
Amapá. To do this bibliographic and documental research was carried out.
Bibliographic and documental research was done in books, online publications,
official documents of national range and documents which orient special education of
the municipality of Macapá. Also researched were current educational legislations
which present the proposal of inclusive education. Didactically the results of the
research were organized in chapters thus distributed: (1) Inclusive education for the
intellectually deficient student: historical trajectory and definitions. In this chapter the
historical journey of inclusion was dealt with. We sought to define inclusive education
and also deal with intellectual deficiency and inclusion. (2) Inclusive Educational
Policies, which deals with the international movements with regard to the proposal of
inclusive education as well as with the legislation of inclusion in Brazil and in the
municipality of Macapá. The focus was on the organizational structure of specialized
educational services in the municipality of Macapá; as well as on the modalities and
forms of service and the guiding principles and the legal base of specialized
educational services. (3) Curricular adaptation focusing on inclusion, which deals
with the curriculum, its conceptualizations and definitions. In sequence, we discuss
the why of the need for curricular adaptations. Reference was also made to curricular
adaptation focusing on inclusion, referring to the large and small adaptations. We
discuss the school curriculum and the student with intellectual deficiencies, seeking
to raise important issues about the changes that are necessary in order to better
serve the student with intellectual deficiencies.
