期刊名称：Ponto de Vista: revista de educação e processos inclusivos
印刷版ISSN：2175-8050
出版年度：2008
期号：8
页码：31-54
语种：Portuguese
出版社：Núcleo de Publicações do CED - UFSC
摘要：This article is a presentation of the many reflections obtained from the investigation in the research project entitled: Games and Toys for the Development of Children with Special Needs: Alternatives in Daily Schooling for the Work of Inclusion”, undertaken from 2001 – 2003. The principal objective was to investigate the meaning of play in the process of inclusion of children with special needs in the early elementary school years. This study is justified by the support that studies in this area can offer to increase the appreciation of play as a tool for the mediation of learning by children and in the process of inclusion of students in our schools. Thus, studies were undertaken of issues such as playfulness, play, integration, inclusion, special educational needs and the initial and continued education of teachers. The study used authors such as Sassaki (1997), Skliar (1999), Costa (2003), Rodrigues (2005), Ainscow (2001), Freitas (2005), Antunes (2002, 2004) and Huberman (1992). The methodology used was a qualitative approach, in which we conducted descriptive studies of an ethnographic nature, opting for a case study, in order to collect the maximum amount of contextual information in the personal, family and school environment of the individual who participated in this study. This collaborator was a student with special educational needs who was involved in a process of inclusion in a public school in the city of Santa Maria, RS. The results show the importance of play in the inclusion process as a viable and effective resource in learning, socialization and participation of students with special educational needs. The paper concludes that play can mediate learning as well as the inclusionary process of children with special needs in the early Elementary School grades, as long as teachers are presented this concept in their initial and continued training. The process must have a critical understanding of the importance of overcoming the model of integration with a model of inclusion and of the form of understanding and exploring the many interactions (social, psychic, cognitive and cultural) that a child can have in a playful moment. This should be considered within a more complex understanding of inclusion in daily cultural, social and school life.
关键词：Crianças deficientes-Educação;Crianças deficientes-Jogos;Inclusão social;Educação;Children with special needs-Education;Children with special needs-Play;Social inclusion;Special education
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