Inclusive education and intellectual disability in Brazil: integrative literature review

Abstract

The theme of inclusive pedagogical practices aimed at people with intellectual disability (ID) arouses the interest of many researchers, as if well established it has the possibility of contributing to inclusion in the school environment. However, the question arises: “Which aspects of pedagogical practice have been most studied in the inclusion process with students with ID, as well as what are the main findings of the studies developed?”. The objective of this study was to analyze the production of knowledge in theses and dissertations about educational practices from the perspective of inclusion among students with ID in regular education. The survey resulted in 70 studies that were analyzed from a methodological and thematic point of view between the years 2000 and 2022. The categorization of elements was obtained through pre-analysis and exploration of the results. Studies on pedagogical practices from the perspective of inclusion have been predominantly based on qualitative approaches, very concentrated in the southeast region. Furthermore, it is suggested that there is a need to review teaching and assessment methodologies, invest in teacher training proposals and bring together the different inclusion actors. Ultimately, it involves rethinking the inclusion process guided by systemic and complexity concepts.