PEDAGOGICAL STRATEGIES USED WITH A STUDENT WITH SEVERE INTELLECTUAL DISABILITIES: INTERACTION AND SOCIAL EXPERIENCE MEDIATED BY AFFECTIVITY AND MUSICITY OVERCOMING CURRICULAR CONTENT

Abstract

The theme of this article is interaction and social coexistence as enhancing the learning of a student with severe intellectual disability, diagnosed with Pierre Robin syndrome. In the first sessions, he only stayed at school accompanied by his mother, he screamed, he wanted to leave, he didn't interact. This is a case study with the application of specific methodological strategies that respect the limitations imposed by the disability, since real education It is one that begins by respecting the student’s needs, as Cunha (2008) maintains. That said, the general objective is to analyze the specific challenges faced by students with severe intellectual disabilities in the context of curricular content and discuss how pedagogical strategies, social interaction, affectivity and musicality can be used to overcome these challenges and promote learning significant. From the methodological strategies used, it was found that affectivity and musicality are resources that enriched educational practice and helped in the development of body expression. However, it was necessary to move away from everyday classroom practices, since the student is not literate, his verbal skills are not developed and he did not interact, but, by establishing an emotional bond, he began to demonstrate some forms of interaction through gestures and alternative communication boards. Finally, given the specific challenges of each special education student, identifying and implementing pedagogical strategies and practices and innovative methodologies are necessary. Only in this way will it be possible to provide equal access to education and promote meaningful and inclusive learning.