Abstract

We can obser ve in Brazil a significant movement for consolidation of inclusive schools where students with disabilities can find effective learning opportunities. This article presents a literature review aimed at identifying, in national publications, the main challenges for the inclusion of students with physical disability in regular schools. In order to situate the analysis, an introductory discussion about the concept of physical disability allows us to understand it as a construction influenced by the paradigm or model of disability (religious, medical and social). We carried out a literature review using the CAPES Portal of Periodicals database, using the intersection of the descriptors physical disability, school inclusion, inclusive education and cerebral palsy. The 29 articles selected were analyzed using qualitative content analysis. This article presents a discussion of four categories (teacher education, assistive technology, specialized support network and curricular adaptations). The analysis allowed the identification of specific aspects related to the inclusion of students with physical disability. Regarding teacher training, the studies highlight the demands caused by the inclusion perspective and the criticisms regarding initial and continuing teacher education. Other aspects highlighted are the lack of knowledge about assistive technology or its use, the lack of resources and the barriers that students continue to face. The studies also point to the need for greater support of multidisciplinary teams in schools and the importance of curricular adaptations for the learning and development of students with disability. Research shows that we are still far from having the ideal conditions for learning and the integral development of students with physical disability in our schools.

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