A era digital na inclusão de alunos deficientes no ambiente escolar

Abstract

This dissertation study aims to analyze inclusion, its foundations, characteristics and forms of application for children with disabilities in the school environment. The discussion is guided by observing how digital inclusion can bring advances for children with disabilities in the school environment, verifying ways to achieve this inclusion so that they can feel included in a new system. Through the analytical method, in the development of the research, in a free understanding, the choice was for a monographic format, in consultations of books, articles, dissertations, legislation and jurisprudence that were related to the theme of the study. In conclusion, it was pointed out that technology is a transformative legacy of the digital age, with motivations and changes in society, economy and culture, acting as a catalyst, mainly revolutionizing education. It was observed that welcoming, in the resignifications, involves equal opportunities and consideration for diversity, especially for children with disabilities, with regard to the rights to school inclusion, in order to create an equitable environment for all. Adapting to inclusive rights, combined with the digital age, is a major challenge for the school environment, which must adapt to a new culture and be ready for the constant and continuous transformations. Legal practice has already issued favorable decisions that reaffirm and ensure the right enshrined in the legislation on the guarantees of inclusion of children with disabilities in regular schools, which are applied by various State and Federal Courts in Brazil. This supports the importance of inclusion being respected and considered in the regular school environment, being recognized and consolidated by legal standards, which contributes to an improvement in the quality of learning and social interaction.