CURRICULUM ADAPTATIONS FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN REGULAR SCHOOLS

a proposal for inclusion or segregation?

Abstract

This article analyzes the proposed curriculum adaptations for students with intellectual disabilities in regular schools as a way to ensure their effective inclusion. Based on a literature discussion is made with reference to research findings, published in the Journal of Special Education, reference publications in the area, in 2005-2006, therefore, ten years after the term of the LDB 9.394/96 which provides the registration of persons with disabilities, preferably in the regular school system. The reviewed articles cover topics such as: the process of development and learning of people with intellectual disabilities (ID), school enrollment, curriculum and curriculum adaptation. The results demonstrate the importance of proposing a curriculum adapted to meet functional needs and leveraging the opportunities presented by the person with intellectual disabilities in the school environment. This is a sine qua non for the process to become effective inclusion of these people experienced in the learning environment at school.