<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000400010</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.n3.9</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios para a inclusão de estudantes com deficiência física: uma revisão de literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges for the inclusion of students with physical disability: a literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bisol]]></surname>
<given-names><![CDATA[Cláudia Alquati]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valentini]]></surname>
<given-names><![CDATA[Carla Beatris]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stangherlin]]></surname>
<given-names><![CDATA[Rafaella Ghidini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bassani]]></surname>
<given-names><![CDATA[Priscila Paolla Peyrot]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,**iversidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>601</fpage>
<lpage>619</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000400010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ Resumo Observa-se, no Brasil, um movimento significativo para consolidação de escolas inclusivas em que estudantes com deficiência possam encontrar efetivas possibilidades de aprendizagem. Este artigo apresenta uma revisão de literatura realizada com o objetivo de identificar, em artigos nacionais, os principais desafios à inclusão de estudantes com deficiência física em escolas comuns. Para situar a análise, uma discussão introdutória a respeito do conceito de deficiência física permite compreendê-lo como uma construção influenciada pelo paradigma ou modelo de deficiência (religioso, médico e social). A revisão de literatura foi realizada utilizando o banco de dados do Portal de Periódico da Capes, por meio do cruzamento dos descritores deficiência física, inclusão escolar, educação inclusiva e paralisia cerebral. Os 29 artigos selecionados foram analisados utilizando a análise de conteúdo qualitativa. O presente artigo apresenta uma discussão de quatro categorias (formação de professores, tecnologia assistiva, rede de apoio especializado e adaptações curriculares). A análise permitiu identificar aspectos específicos relativos à inclusão de estudantes com deficiência física. Em relação à formação de professores, os estudos destacam as demandas ocasionadas pela perspectiva da inclusão e as críticas à formação inicial e continuada. Outros aspectos evidenciados são o desconhecimento acerca da tecnologia assistiva ou de seu uso, a falta de recursos e as barreiras que os estudantes continuam enfrentando. Os estudos apontam, ainda, à necessidade de dar maior apoio às equipes multidisciplinares nas escolas e à importância das adaptações curriculares à aprendizagem e ao desenvolvimento dos estudantes com deficiência. As pesquisas revelam que estamos longe ainda de ter as condições ideais para aprendizagem e desenvolvimento integral de estudantes com deficiência física em nossas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Deficiências físicas]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="en"><![CDATA[Physical disabilities]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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