Methodological aspects in schools for students with Down syndrome
Down's Syndrome
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The curiosity to find out what methodologies are used by teachers with children with Down's syndrome in mainstream schools for their intellectual development, given that today the presence of children with this syndrome in these schools is a constant reality. Documents such as Law 9394/96, the Salamanca Declaration, the 1988 Federal Constitution, the Declaration of Human Rights and various conferences all guarantee the right of these children to be included in mainstream classrooms, but the main argument that hinders the process of school inclusion is the resistance of teachers to receiving th...
The curiosity to find out what methodologies are used by teachers with children with Down's syndrome in mainstream schools for their intellectual development, given that today the presence of children with this syndrome in these schools is a constant reality. Documents such as Law 9394/96, the Salamanca Declaration, the 1988 Federal Constitution, the Declaration of Human Rights and various conferences all guarantee the right of these children to be included in mainstream classrooms, but the main argument that hinders the process of school inclusion is the resistance of teachers to receiving them, arguing that they have not received any training to cater for this type of audience. The teacher is the main actor in the inclusion process, the difficulties are enormous, we know that, sometimes they lack the knowledge to differentiate that Down's is a syndrome and not a disease and to lose their fear and together discover what is best suited to learning. Every day is a new chapter withscenes replayed in the same setting: the school. This is how we try to analyse the methodologies used for teaching.
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