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The study in question discusses and reflects on pedagogical practice and the process of including children with Down Syndrome (DS) in mainstream education, seeking to understand this reality that is present in the professional sphere where there are children with DS. The choice of this topic is justified as a way of understanding how the inclusion of students with DS in the regular school system takes place, emphasising that it needs to be ready to serve all its students without distinction, since each individual has their own singularities and specificities. The aim of this study was to contribute to the academic community with regard to the demand for the inclusion of children with DS, observing how these students are included in these spaces, with the aim of collaborating, above all, in the pedagogical practice of teachers who come to assist children with this syndrome; thus generating information pertinent to the understanding of inclusion that leads to knowledge related to the subject, with the aim of ensuring everyone's right to a quality education and real school inclusion.
About the author
Graduated in Psychology from the Federal University of the São Francisco Valley, Petrolina/PE campus, with a Master's degree in Cognitive Psychology from the Federal University of Pernambuco/PE (UFPE), I work with research in the area of Cognitive Psychology, specifically with Mental Representations, Internal Experience and Self-consciousness in visually impaired people.
