Aplicação de protocolo de atendimento inclusivo para escolares com desenvolvimento motor atípico

Abstract

The school is local to propagate a culture of rights, a privileged space for coexistence between differences, a space to understand and experience diversity. This study aims to study inclusive education through the application of a protocol of attendance as a strategy for students with atypical motor development, with the objective of developing, applying and analyzing the model of inclusive protocol for students with atypical motor development, identifying their possibilities and difficulties encountered in its application. Considering the implementation of the scientifically proven approach for the care of any people, in the most different degrees of development, proposed by Chereguini (2015), a case study was carried out with two students from the private elementary school I network in the city of Fortaleza , in Physical Education classes, which have atypical development and little or nothing participate in the activities in an inclusive way. The results show a discourse that favors the use of the protocol while demonstrating the importance of a more lasting sequence of the protocol. For inclusion, it is necessary for the school, the family and all those who may be involved in the educational process to collectively construct projects that allow the participation of all within their characteristics. Inclusive Education is more than the guarantee of rights to just being in school, it should contribute to an equalitarian service according to the interests of each one.