School inclusion of students with down syndrome in the regular school and its needs: A Review of the Literature
International Journal of Development Research
School inclusion of students with down syndrome in the regular school and its needs: A Review of the Literature
Received 12th August, 2018; Received in revised form 15th September, 2018; Accepted 18th October, 2018; Published online 30th November, 2018.
Copyright © 2018, Catherine Oliveira de Araújo et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Children feel good when they realize they are performing well. It increases your self-esteem and encourages further attempts. This is also true for children with Down syndrome. In this aspect, school inclusion has been much debated, and this study had as central question to understand the needs of children with Down syndrome in school, aiming to identify these needs and clarify the role of parents in this context. The study was developed through a review of the literature, with the research carried out in reference books and published articles, which were searched in the databases SciELO and CAPES/MEC. This study concluded that these children need individual stimuli and attention and professionals who are alert to identify their difficulty and be empowered to help them overcome them. If there is no real investment in this, truly inclusive school will be an illusion.
