Down Syndrome And Inclusion

Erroneamente already was thought that to include it would be to receive a pupil carrying from some deficiency and to have on it the same to look in relation to excessively, in way to offer the same treatment to the child in the attempt to become it equal the remain of the group. Today we understand that the inclusion is accurately the opposite, the pupil is different and all its colleagues also are. The word to include means to enclose, to understand, to add and is in that must be thought when if it speaks in inclusion of special carrying people of necessities, is to provide them same rights to they, respecting its singularidades. Werneck (1993) affirms that ' ' to evolve is to perceive that to include it is not to treat equal, therefore the people is different! Different pupils will have different chances, so that education reach the same objectives. To include is to abandon esteretipos' ' (p.56). In this context, the school is a main canal of transformation and one of the responsible ones for a change of behavior in the society, in way that the inclusion of children with Syndrome of Down in the regular net of education can be a start to generate transformations of thoughts and attitudes daily, since values as the tolerance and the respect to the next one will have to be exercised. ' ' The education of children with Syndrome of Down, although its complexity, does not invalidate the affirmation of who has possibility to evolve. With the had accompaniment, useful citizens will be able to become the community, even so its progressos do not reach the platforms of the children normais' '. (SCHWARTZMAN, 1999, p.262). Moreover, the inclusion is a right guaranteed for law and to include children deficient, more than what to fulfill a law, is to allow that it if inserts in a society and reality that also is its, not leaving it unprepared for such.