NEW PERSPECTIVES FOR INCLUSION AND EDUCATION IN THE COVID-19 PANDEMIC

Abstract

This study aims to analyze the new perspectives of inclusion of students with special needs in the context of the pandemic of COVID-19. The study has a methodological basis of bibliographic nature, by the search for documents such as articles, books and laws to carry out the research. The analysis of documents was of utmost importance to enhance the work and its relevance to society. Some studies used in the theoretical reference are from the authors: Cavalcante and Jiménez (2020); Gil (2008); Mazzotta (2005); Palú, Schütz and Mayer (2020); Santos (2018). The results showed the governmental omission in proposing projects to support education at the beginning of the pandemic; the lack of assistance to public school teachers, as well as, the lack of financial resources to seek the necessary means. The research concludes that the public school finds itself with all the responsibility to plan, together with its teaching staff, inclusive actions to offer the students the same possibilities that other students from other networks had. The importance of the partnership with the Specialized Educational Assistance (AEE) teacher is emphasized, an indispensable professional in this process.