PERVASIVE DEVELOPMENT DISORDER IN THE INCLUSIVE EDUCATION: REGULAR OR SPECIAL SCHOOL?

This paper proposes a study case. It aimed to discuss the guidance of the educational practices towards special students, concerning their academic development. It took place during the course of a school year of a municipal school from the west of the state of Sao Paulo. It counted with the participation of regular teachers, special education teachers, school managers and it was part of a set of actions developed in the university extension project, in a proposition made between the university and the school. At first, observations were made about the everyday activities of a student with pervasive development disorder, autism, and of another student with dual diagnosis, brain palsy and autism. These observations were associated with the gathering of information about their educational history and their clinical diagnosis. Based on this data, psychoeducational interventions with students and specialist teachers were made, and the Vineland Adaptive Behavior Scale was applied. In general, a restrict pattern of functional learning and interactional behaviors was identified in the observed cases. At the end of the proposal, the contribution of the educational practices of the common classroom for these specific students was questioned. The analysis was shared with the professionals of the school and with the family of the students, and orientations were made in favor of keeping them in the regular school or taking them to a special school.