Como pensar a inclusão da pessoa com deficiência intelectual

Abstract

The workshop on Intellectual Disability was built, mainly, based on reports of experiences collected with the bibliography corresponding to the theme. We understand, as teachers and research professors, that no matter how many publications there are from different observers, practice in the classroom or in the student environment, as a whole, can be different from theory. Both theory and practice need to be considered together, in the form of transformative praxis, especially when we refer to Special Education from the perspective of Inclusive Education. Intellectual Disability (ID), both in bibliographic form and in the practical context of learning spaces, presents itself as one of the newest disabilities worked in the school environment and, as will be presented, a disability that in most cases is related to others .