INCLUSIVE EDUCATION AND SCHOOL LEARNING

CHALLENGES AND PERSPECTIVES IN COMBATING VICTIMIZATION AND RE-VICTIMIZATION PROCESSES IN THE SCHOOL LIFE HISTORY OF PEOPLE WITH DISABILITIES AND GLOBAL DEVELOPMENTAL DISORDERS

Abstract

This article brings an approach to Inclusive Education and school learning in the school life history of people with disabilities and global developmental disorders who attend the Multifunctional Resource Rooms. The aim is to emphasize the importance of knowing the contribution of teaching methods used by teachers of the Multifunctional Resource Rooms, in the promotion of school learning processes biographed by people with disabilities and global developmental disorders, providing new perspectives and new knowledge, in the sense of revealing the life history of people with disabilities and pervasive developmental disorders, in the face of inclusive educational and social practices and learning possibilities in ordinary education. In this way, we intend to contemplate studies on inclusive educational management, in public education policy and finally reveal what are the challenges and perspectives of students enrolled and/or graduated from Multifunctional Resource Rooms and their families who, throughout their social relationships, suffer with oppression, barriers and social victimization and revictimization.