The social inclusion of schoolchildren with Down syndrome

Abstract

The need to favor the social inclusion of schoolchildren with Down syndrome became the starting point of this research, which aims to: propose an action plan that contributes to the social inclusion of a schoolchild with this chromosomopathy, which receives the educational influence from a primary school of general education. The use of methods from the theoretical level: analytical-synthetic, inductive-deductive, historical-logical, transition from the abstract to the concrete, systemic-structural, from the empirical level: document analysis, participant observation, interview and case study, allowed to determine the existence of difficulties in the social inclusion of the student, influenced by little progress in the development of the pragmatic component, and by imitations in the development of habits and skills. Starting from the diagnosis made, an action plan is proposed, which is designed considering the determined regularities. It is made up of 3 areas (community, school and personal), in close interrelation. Different community agents are involved in it under the leadership of the language therapist and the possibilities offered by the school open to diversity are taken advantage of.