EL LA IMPORTANCIA DE LA ATENCIÓN EDUCATIVA ESPECIALIZADA EN ARTICULACIÓN CON LA EDUCACIÓN COMÚN PARA LA INCLUSIÓN DE UN ESTUDIANTE CON SÍNDROME DE DOWN

Resumen

This article aims to reflect on collaborative teaching practices developed between the teacher of Specialized Educational Assistance (SEA) and the regular classroom teacher, in partnership with a student with Intellectual Disability – Down Syndrome, enrolled in the 3rd grade of a public elementary school in Natal, Brazil. The qualitative research (Minayo, 2015) was conducted from the perspective of collaborative action research, involving joint planning, implementation, and reflection on the pedagogical strategies used. Based on Vygotsky’s (1991; 2022) cultural-historical theory, the study understands learning as a socially mediated process in which interaction among individuals enhances the development of higher psychological functions.
Collaborative teaching, according to Santos and Costa (2020), is a partnership between regular and special education teachers who share responsibilities for teaching and learning, fostering inclusion. The process included classroom and school-space observations, field notes, and photographic records. The results show that the collaborative action between SEA and regular teaching promoted advances in communication, participation, and autonomy of the student with Down Syndrome, as well as strengthened inclusive practices shared among teachers. SEA proved to be an essential service for identifying barriers and coordinating inclusive strategies with the regular teacher, contributing to a more accessible school environment where all students can fully develop their potential.