Pedagogical practices and the inclusion of students with special educational needs (SEN)

Abstract

This article presents results from the research "Analysis and Pedagogical Interventions: Identifying Successful Inclusive Pedagogical Practices", which aimed to characterize inclusive pedagogical practices in two classes of Inverse literacy integration, in schools of the public network of the Federal District and Brasilia-Brazil. The Methodology, with qualitative character, with participant observation, questionnaire, semi-structured interviews and analysis of documents and school records of students with Specific Educational Needs-NEEs involved. The results indicated the dynamic and flexible planning, the use of materials, diverse pedagogical strategies and evaluation, the organization of the physical space of the classroom for the collaborative work, as strategies that characterize the inclusive pedagogic practice and the need for greater investment in the training of teachers to respond to the diversity of learning styles of all students.