ABSTRACT
The origin of this article is a thesis that proposed to categorize actions to enable a more effective teaching of Mathematics for students with cerebral palsy (CP). The purpose of this text is to present the categorization of actions that contribute to a teaching proposal aimed at all. The actions are based on welcoming attitudes on the part of teachers and students, adaptation of materials or the use of resources that value the inclusion of people with PC. The research participants were 13 Mathematics teachers and 11 students with PC, distributed in five Basic Education schools. Their speeches, transcribed after conducting a semi-structured interview, were analyzed using the Discursive Textual Analysis, whose excerpts are articulated with a theoretical framework based on Neurosciences, Mathematics Education and Inclusive Education. In conclusion, the need for the school to offer an adequate environment for learning is exposed, structured through stimulation and the welcoming of differences. For this, body language and gestures are used as a communication strategy, as well as the application, in the classroom or specialized room, of manipulative materials or those from computerized technology that overcome the barriers imposed by the disability.
KEYWORDS
Mathematics Teaching; Cerebral Palsy; Inclusive Education