ABSTRACT
This article details aspects of a qualitative study concerning teachers' pedagogical practices with Students with Intellectual Disability. The students considered in the study were enrolled in the first years of the Elementary School in a municipal school in Natal/RN. The data was collected through observation and semi structured interviews. The data analysis used the Content Analysis method. The results show that teacher practices are connected to traditional pedagogical behavior, which use few strategies that lead to advances in these children's learning. Given this reality, the following aspects need to be addressed: investments in teacher development, along with the members of school staff in light of the inclusive perspective; performance of procedures and adaptation of the classroom curriculum in order to make it more suitable to these students' needs; working in partnership with Resource classroom teachers and the student's families.
KEYWORDS:
Special Education; Pedagogical Practices; School Inclusion; Intellectual Disability