Sociologia das deficiências: Um olhar sobre o processo de educação inclusiva para crianças com transtornos de neurodesenvolvimento

Abstract

The internship is the first moment where theory meets practice. It is precisely at this moment that we can apply all the knowledge acquired throughout the course and build new learning based on professional experience. This work is justified by the need to address how the inclusion process occurs when discussing Neurodevelopmental Disorders such as ASD, ADHD, Dyslexia, and Dyscalculia. The objective of this experience report was to share inclusive educational experiences with children with neurodevelopmental disorders, lived during an extracurricular internship period (2020-2023), in light of the Sociology of Disabilities. The methodology of this work was the experience report: in addition to descriptions of the experiences developed during the extracurricular internship, reflections were built on stigmas and inclusion processes within the school environment, as well as the types of adaptations required for each specific condition. Through this, we recognize the importance and necessity of discussing how inclusion occurs, the types of adaptations needed for Neurodevelopmental Disorders, and the validation of identity beyond diagnostic labels, respecting limitations and fostering the autonomy of children and adolescents.