Multiple disabilities and language differences: a case study about inclusion in a brazilian public school

• Ano de defesa: 2024
• Autor(a) principal: Oliveira, Bárbara Silveira Baptista de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Universidade Federal de Viçosa; Letras
• Palavras-chave em Português: Educação inclusiva - Brasil; Crianças autistas - Educação; Crianças surdas - Educação; Síndrome de Cornélia de Lange.; Letras
• Link de acesso: https://locus.ufv.br/handle/123456789/33560; https://doi.org/10.47328/ufvbbt.2024.342

As per Brazilian inclusion laws, education must guarantee every student the legal right to cultivate their potential through quality education that recognizes their unique differences. This study delves into the inclusion process within a school facing the challenge of integrating a 7-year-old deaf girl with autism and Cornelia de Lange Syndrome. Drawing from disability studies, we assert that disability is a societal issue rather than an individual one. Critical perspectives, such as the pedagogy of Paulo Freire and decolonial studies, guide our argument that true inclusion requires disrupting traditional structures, challenging normative bodies, and embracing a decolonial standpoint. Employing a qualitative and exploratory case study approach, our research incorporates participant observations, interviews with school staff, and analysis of school documents. We emphasize the pivotal role of educational impact within the legal context. The school, succeeding the family, is the second social institution and plays a crucial role in the development of the individual as a social being. Within this context, we explore the significance of discussions on public policies, inclusive policies, and language policies, aiming to empower professionals responsible for inclusive education to offer holistic care for children with disabilities. While the inclusion process begins with teacher education, it would be unfair to exclusively assign them the entire responsibility. The school requires a strong foundation and comprehensive support to achieve this objective. Keywords: Disability studies; Paulo Freire; decoloniality; inclusive education.