Abstract

HAAS, Clarissa  and  RODRIGUES, Eduarda Andréia Pedron. Intellectual disability and school inclusion: conceptions, locus, and schooling practices. e-Curriculum [online]. 2024, vol.22, e52575.  Epub Dec 27, 2024. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e52575.

This qualitative study addresses the academic production on intellectual disability, defining as axes of analysis: the conceptions about intellectual disability; institutional and curricular policies regarding the locus and schooling practices. It investigates, through the School Census of Basic Education, the school enrollments of students with disabilities in four special schools of Caxias do Sul, Rio Grande do Sul, Brazil, over eight years (2015-2023). The close relationship between the ways of conceiving intellectual disability and the definitions of the locus and schooling practices is analyzed; the advances and challenges in the schooling of this population as subjects of learning in regular education, through collective work among education professionals; the expansion of the offer of Youth and Adult Education (known by the acronym EJA, in Portuguese) and the special EJA classes as an artifice to maintain philanthropy.

Keywords : intellectual disability; special education; school inclusion; special schools; Youth and Adult Education.

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