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The concern with the development process of students with intellectual disabilities has led several researchers to conduct studies related to the practices carried out in the classroom. In teaching practice, it is possible to perceive great difficulty in developing a curriculum for students with intellectual disabilities that favors school and social inclusion. School education has as one of its main objectives the learning of systematized knowledge in order to allow the advancement of students towards more complex levels of functioning, to promote, on a purposeful way, the development of certain skills and the appropriation of certain contents necessary for the subjects to be active members in their place of natural coexistence.