Global Developmental Disorders Research Articles

INCLUSIVE EDUCATION DURING REMOTE LEARNING

Remote teaching gained strength because of the Covid-19 pandemic and the experience of its use expanded from the training and monitoring of teachers and students regarding the use of virtual tools, culminating in the need to readapt teaching strategies. The objective of this research was to present a literature review on inclusive education in distance learning, highlighting the main methodologies used and the main difficulties encountered when carrying out inclusive education in distance learning. The search was carried out in the Google Scholar, Redalyc and Scielo databases, using the terms "remote teaching", "special education", "inclusive education" and "distance education" as descriptors. Adopting a Boolean “AND” to search for articles. Considering the period from January 2017 to 2023, in total, 15 articles were used. To analyze the selected articles, the content analysis model was used using the clipping method. Inclusive education is a global movement supported by the principles of human rights and citizenship. The movement on inclusive education gained strength in the early 1990s, based on principles of equal rights postulated in the Jomtien Declaration (1990) and the Salamanca Declaration (1994). The target audience for special education students participate in this teaching modality, that is, those with disabilities (visual, hearing, physical and intellectual), with global developmental disorders and with high abilities or giftedness. Digital technologies have proven to be an important tool for inclusive education, the use of screen readers is a clear example of this, as are activities linked to digital games. At the other extreme, the main difficulties come down to the lack of preparation of students and teachers, as well as poor infrastructure to work in inclusive education in distance learning.

Functional analysis of two SLC9A6 frameshift variants in lymphoblastoid cells from patients with Christianson syndrome.

Christianson syndrome (CS) is caused by mutations in SLC9A6 and is characterized by global developmental delay, epilepsy, hyperkinesis, ataxia, microcephaly, and behavioral disorder. However, the molecular mechanism by which these SLC9A6 mutations cause CS in humans is not entirely understood, and there is no objective method to determine the pathogenicity of single SLC9A6 variants. Trio-based whole exome sequencing (WES) was carried out on two individuals with suspicion of CS. qRT-PCR, western blot analysis, filipin staining, lysosomal enzymatic assays, and electron microscopy examination, using EBV-LCLs established from the two patients, were performed. Trio-based WES identified a hemizygous SLC9A6 c.1560dupT, p.T521Yfs*23 variant in proband 1 and a hemizygous SLC9A6 c.608delA, p.H203Lfs*10 variant in proband 2. Both children exhibited typical phenotypes associated with CS. Expression analysis in EBV-LCLs derived from the two patients showed a significant decrease in mRNA levels and no detectable normal NHE6 protein. EBV-LCLs showed a statistically significant increase in unesterified cholesterol in patient 1, but only non-significant increase in patient 2 when stained with filipin. Activities of lysosomal enzymes (β-hexosaminidase A, β-hexosaminidase A + B, β-galactosidase, galactocerebrosidase, arylsulfatase A) of EBV-LCLs did not significantly differ between the two patients and six controls. Importantly, by electron microscopy we detected an accumulation of lamellated membrane structures, deformed mitochondria, and lipid droplets in the patients' EBV-LCLs. The SLC9A6 p.T521Yfs*23 and p.H203Lfs*10 variants in our patients result in loss of NHE6. Alterations of mitochondria and lipid metabolism may play a role in the pathogenesis of CS. Moreover, the combination of filipin staining with electron microscopy examination of patient lymphoblastoid cells can serve as a useful complementary diagnostic method for CS.

Sleep disturbances and emotional dysregulation in young children with autism spectrum, intellectual disability, or global developmental delay

ObjectiveSleep disturbance and emotional dysregulation (ED) are common and often functionally impairing in young children with neurodevelopmental disorders (NDD). This study investigated the relationship between sleep disturbance and ED in a sample of preschoolers with ASD, intellectual disability, or global developmental delay, and examined possible predictors of their persistence over time. MethodsAll children under 6 years of age clinically referred between July 2018 and May 2022 to two neuropsychiatric specialized centers for NDD received a comprehensive diagnostic evaluation, including the Child Behavior Checklist 1.5–5 (CBCL), the Autism Diagnostic Observation Schedule-2 (ADOS-2), and standardized tests of cognitive and global development. Sleep disturbances were assessed with the CBCL-sleep score, and ED with the CBCL Attention, Aggression, and Anxious/Depressed scales (CBCL-AAA). A reassessment of sleep and ED was conducted after 6 months or longer, including the Child Sleep Habits Questionnaire (CSHQ). Multivariate analyses and mixed linear regression models were conducted. ResultsA total of 136 children, 75.7% male, median age 38.27 months, IQR 15.39, 41.2% with global developmental disorder (GDD) or intellectual disability (ID) participated in the study. Of them, 64.7% were diagnosed with autism spectrum disorder (ASD) and 35.3% with other NDD (w/o ASD). Sleep disturbances (CBCL-Sleep) and ED (CBCL-AAA) were positively correlated (p < 0.001), after accounting for age, ID/GDD and autism symptom severity, in both the entire sample and separately in each diagnostic group (ASD and NDD w/o ASD). Seventy-five children (55%) were reassessed a mean 17.2 months afterwards. There was persistence of the positive correlation between sleep problems and ED (p < 0.001) in both the entire sample and each diagnostic group. The longitudinal mixed linear model showed that ED at follow-up was predicted by baseline sleep problems (p = 0.008), ED (p < 0.001), and ASD severity (p = 0.015). ConclusionsSleep disturbances are significantly associated with ED in young children with NDD, either with or without ASD, both cross-sectionally and prospectively over time. Sleep problems represent an important comorbidity and a potential treatment target for improving emotional stability in NDD.

Increased Radiation Sensitivity in Patients with Phelan-McDermid Syndrome.

Phelan-McDermid syndrome is an inherited global developmental disorder commonly associated with autism spectrum disorder. Due to a significantly increased radiosensitivity, measured before the start of radiotherapy of a rhabdoid tumor in a child with Phelan-McDermid syndrome, the question arose whether other patients with this syndrome also have increased radiosensitivity. For this purpose, the radiation sensitivity of blood lymphocytes after irradiation with 2Gray was examined using the G0 three-color fluorescence in situ hybridization assay in a cohort of 20 patients with Phelan-McDermid syndrome from blood samples. The results were compared to healthy volunteers, breast cancer patients and rectal cancer patients. Independent of age and gender, all but two patients with Phelan-McDermid syndrome showed significantly increased radiosensitivity, with an average of 0.653 breaks per metaphase. These results correlated neither with the individual genetic findings nor with the individual clinical course, nor with the respective clinical severity of the disease. In our pilot study, we saw a significantly increased radiosensitivity in lymphocytes from patients with Phelan-McDermid syndrome, so pronounced that a dose reduction would be recommended if radiotherapy had to be performed. Ultimately, the question arises as to the interpretation of these data. There does not appear to be an increased risk of tumors in these patients, since tumors are rare overall. The question, therefore, arose as to whether our results could possibly be the basis for processes, such as aging/preaging, or, in this context, neurodegeneration. There are no data on this so far, but this issue should be pursued in further fundamentally based studies in order to better understand the pathophysiology of the syndrome.

Catatonia in adolescence: an approach to genetic disorders, autism spectrum and delay of diagnosis

IntroductionCatatonia is a treatable but often undiagnosed condition in children and adolescents. The majority of Pediatric catatonia cases occur at a puberal ages. It is associated with neurodevelopmental disorders. In these cases the diagnosis can be more difficult due to the overlap of symptoms.ObjectivesReport the case of a 11- year - old girl who developed catatonia. She had a previous psychiatry history of intellectual disability, delayed speech and motor slowness. She had a positive Lorazepam challenge test with resolution of the most catatonic symptoms. More studies were completed and according to the clinical history the diagnosis of autistic spectrum disorder was made.Genetic test revealed a Phelan Mc Dermid Syndrom.MethodsA year 11-year-old girl presented to the pediatric emergency department with a 2- days history of worsening anxiety and rigidity, seeming lost and distant. The previous 4 months there was a history of progressive functional and social decline. Her speech was minimal and she required assistance with dressing and feeding. She displayed stereotypias and mannerism. All medical studies were unremarkable. A Lorazepam challenge test (2 mg IV) showed evidence of response. She recovered from catatonia and the basal situation was studied. She was diagnosed of autistic espectrum disorder attending the psychiatric and medical history. Apart from other medical studies, a genetic test showed a mutation in a gene called SHANK 3 according to a Phelan Mc Dermid Syndrom.ResultsPediatric catatonia is associated with neurodevelopmental disorders such as autistic spectrum disorders. There is not always a clear identifiable cause and it is necessary to rule out possible organic causes of pediatric catatonia. The treatment is similar to adults. It is essential to do a complete medical and psychiatric history to an accurate diagnosis such as an autistic spectrum disorder. Genetic testing must be included. In this case, genetics showed a Phelan Mc Dermid Syndrom with a delayed diagnosis. This disorder can cause a wide range of symptoms varying in severity. These symptoms could include global developmental disorders, intellectual disability, delayed speech, autistic spectrum disorders and minor dysmorphic features.ConclusionsIt is crutial to emphasize the high incidence of catatonic symptoms in individuals with Phelan Mc Dermid Syndrome as catatonia often goes unrecognized or undertreated in individuals with developmental disabilities. Significant cognitive and behavioral regression beyond a baseline level of disability has been reported. This case also highlights the relevance of genetic testing in the work of individuals with intellectual disabilities and acute psychiatric illness or regression. Symptoms indicative of catatonia may occur in context of infections, hormonal status and stressful life events. Treatment is centered on the symptoms.Disclosure of InterestNone Declared

Generation and characterization of NGLY1 patient-derived midbrain organoids.

NGLY1 deficiency is an ultra-rare, autosomal recessive genetic disease caused by mutations in the NGLY1 gene encoding N-glycanase one that removes N-linked glycan. Patients with pathogenic mutations in NGLY1 have complex clinical symptoms including global developmental delay, motor disorder and liver dysfunction. To better understand the disease pathogenesis and the neurological symptoms of the NGLY1 deficiency we generated and characterized midbrain organoids using patient-derived iPSCs from two patients with distinct disease-causing mutations-one homozygous for p. Q208X, the other compound heterozygous for p. L318P and p. R390P and CRISPR generated NGLY1 knockout iPSCs. We demonstrate that NGLY1 deficient midbrain organoids show altered neuronal development compared to one wild type (WT) organoid. Both neuronal (TUJ1) and astrocytic glial fibrillary acid protein markers were reduced in NGLY1 patient-derived midbrain organoids along with neurotransmitter GABA. Interestingly, staining for dopaminergic neuronal marker, tyrosine hydroxylase, revealed a significant reduction in patient iPSC derived organoids. These results provide a relevant NGLY1 disease model to investigate disease mechanisms and evaluate therapeutics for treatments of NGLY1 deficiency.

Application as assistive technology: a inclusion of environmental science teaching in special education

With the objective of developing an application as an assistive technology tool in the teaching of Environmental Sciences, this research finds in its way different forms of reflection on education, especially in the Teaching of Environmental Sciences, passing through some themes to reach the utopia that is the inclusion of students of inclusive education in school in a cooperative way, having the management of natural resources involved in a vegetable garden, with activities aimed at sustainable actions to improve the environment in which they live and their well-being. Based on an applied, exploratory research with a quali-quantitative approach, the application “Minha vegetable garden” developed on the Fábrica deApplications platform provides content and interactivity about gardening, recycling, water saving, literacy and inclusion. And since inclusive education in schools has been a challenge for teachers, who mostly have difficulties working with students with global developmental disorders, high abilities and disabilities, with a limitation of digital tools, the app brings from multidisciplinary way activities adapted for elementary school students - Early years that are part of inclusion, focusing on the teaching of Environmental Sciences, however, other curricular components can be worked on, promoting an integrated teaching.

KCNB1 frameshift variant caused inherited intellectual disability, developmental delay, and seizure.

Potassium voltage-gated channel subfamily B member 1 (KCNB1) encodes Kv2.1 potassium channel. KCNB1 mutations are known to cause global developmental delay, behavioral disorders, and various epilepsies. Most variants occur de novo and are rarely inherited. Here, we report a 14-year-old male patient who was admitted to our clinic with seizures, developmental delay history, and intellectual disability. Brain magnetic resonance image (MRI) was normal and electroencephalogram (EEG) showed spike and sharp-wave complexes emerging in the left hemisphere parietooccipital areas, which were paroxysmally generalized. We performed whole exome sequence analysis (WES) and identified a heterozygous frameshift mutation c.522delA in exon 1 of KCNB1 (NM_004975.4) predicting a premature stop codon p.Lys174Asnfs*20 in the proband. Sanger sequencing confirmed the heterozygous c.522delA mutation in the proband and his mother who also had epilepsy and learning difficulties. His 45 year old mother had used antiepileptic drugs for 9 years after a seizure episode at 12 years old. Also, his mother's uncle's son is nonverbal and has developmental delay and epilepsy. Our study shows that frameshift mutation cytoplasmic domain of KCNB1 gene can cause intrafamilial phenotypic variability and relatively mild clinical findings in these patients.

A FALSA INCLUSÃO DE CRIANÇAS E ADOLESCENTES AUTISTAS NO ÂMBITO ESCOLAR SOB O OLHAR DO ECA EM PORTO VELHO

The concept of Autism has undergone changes over time, based on new studies on autism that have emerged. Autism or Autistic Disorder is a disorder that affects a person's ability to communicate, establish relationships and respond appropriately to the environment around them. Autism, as a global developmental disorder, evolves with age and lasts for a lifetime. Autism Spectrum Disorder has been categorized into three different levels. By identifying a person's ASD diagnosis as Level 1, 2, or 3, the severity of symptoms and the level of support needed for everyday activities become clearer. People who fall into ASD level 1, or mildautism, need less support. Those at level 2, on the other hand, need more support for certain activities. While those who are at level 3, the most severe type of autism, need a lot of support to carry out activities of daily living. Inclusive education was established in order to protect the rights to education for all, who must participate and learn without any type of discrimination, and it has undergone several changes over time. Special education is a teaching modality that goes through all levels and stages, ensuring everyone's participation in regular education, which aims at teaching and at school and not at the disability of each student, allowing everyone to live together. Thinking about inclusion is more than simply inserting a student into the regularclassroom, it takes preparation to include these students.

Diagnostic evaluation of patients referred by family physicians with the suspicion of autism spectrum disorder

Current evidence shows that early interventions in children with autism spectrum disorder (ASD) are more efficient and associated with better long-term outcomes. This also highlights the need for early recognition of children with ASD symptoms by family physicians and referral to child psychiatrists. This study aimed to evaluate how family physicians’ knowledge about ASD is reflected in clinical practice by making a diagnostic evaluation of the cases referred with suspected ASD. The study included 149 cases that family physicians referred to child psychiatrists regarding the assessment for ASD. Diagnostic evaluation of the subjects was carried out using the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria. Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist (ABC) were used in the evaluation process. Denver II developmental screening inventory was used to evaluate all subjects under six. The mean age of all participants was 39.1 (±13.2) months, and in ASD cases, it was 34.6 (±7.8) months. Of all referred cases, 72,5% were diagnosed according to the DSM-5 criteria. The most common diagnoses were global developmental delay (28.9%), language disorder (15.4%), ASD (15.4%), and attention deficit hyperactivity disorder (8.7%), respectively. The most common reason for referral specified on the consultation note was delayed speech, with a rate of 87.2%. In addition, 148 (99.3%) of the symptoms noted on the referral note were clustered within the DSM-5 ASD A criteria and 19 (12.8%) within the ASD B criteria. Developmental delay was more prominent in cases with ASD when compared to those with global developmental delay and language disorder. The most common diagnosis was a global developmental delay in referred cases, and only some of the symptoms seen in ASD from the referral notes of family physicians stood out as the reason for referral. These results underline the necessity of continuing ASD training for family physicians.

Clinical Features of Okur-Chung Neurodevelopmental Syndrome: Case Report and Literature Review

Introduction: Autosomal dominant pathogenic variations in the CSNK2A1 gene cause Okur-Chung neurodevelopmental syndrome (OCNDS). Methods: The proband and her parents were examined thoroughly and observed for any issues related to OCNDS. Furthermore, peripheral blood samples were collected from each subject for further investigations. Whole-exome sequencing identified a pathogenic variant in CSNK2A1 (NM_001895: c.62G>A, p.R21Q; rs1402734448). Results: The proband has global developmental delay, speech disorders, epilepsy, and behavioral issues. Despite the previously reported cases, she manifested both atonic and myoclonic seizures simultaneously. Lastly, we provide a review of the reported cases with OCNDS. Discussion: p.R21Q causes OCNDS. Further studies are highly recommended concerning this mutation to validate the results of this study and expand the knowledge regarding CSNK2A1 and the phenotypic spectrum of OCNDS.

Uma discussão teórica acerca do currículo e deficiência: Implicações para concepções e práticas de ensino

Este artigo objetiva discutir modos de organização curricular em atenção às necessidades de estudantes com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação, público alvo da educação especial, com o foco nas concepções e práticas de ensino. Para tanto, baseia-se em uma metodologia de estado da arte sobre currículo e educação especial relativa ao intervalo de 2015-2019 na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). O levantamento teórico, oriundo de pesquisa de Iniciação Científica da Universidade do Estado da Bahia (2019-2020), coopera para o entendimento acerca de um currículo comum e acessível a todos estudantes e suas reverberações nas práticas de ensino para turmas inevitavelmente heterogêneas, principalmente na concepção de deficiência basilar para o engendramento destas práticas. No tocante às categorias identificadas na pesquisa a) concepção ampla e b) concepção individualizada, nota-se a separação do seguinte quantitativo: do total de 32 estudos analisados, 7 trabalhos baseiam-se na concepção ampla e 25 trabalhos são calcados na concepção individualizada. A prevalência de estudos na perspectiva de uma concepção curricular individualizada desperta atenção e, sob os aspectos balizados neste texto, indicam a importância da ampliação da ideia de um mesmo currículo acessível a quaisquer estudantes. Indubitavelmente, a divulgação do estudo pode favorecer ao campo da inclusão do público alvo da educação especial, especialmente por inspirar futuras pesquisas e experiências para a garantia dessa inclusão escolar.

La comunicación preverbal en niños con ausencia del lenguaje

Young children consulting due to an absence of language usually show deficits in the construction of preverbal communicative mechanisms, not necessarily a sign of broader developmental disorders. AimTo analyse the presence/absence of preverbal abilities in non-autistic children with language absence. PopulationA subset of 77 2-3.5year-old children was analysed. These children attended consultation at the Speech-Language Pathology Service of the Hospital Universitario Austral and private consultation due to an absence of language. Materials and methodologyThe population of children under study went through an audiological evaluation to rule out hearing loss. Their parents were asked to answer the M-CHAT Questionnaire to rule out children with high and medium risk of autism; and an assessment of the general development parameters was made with the Vineland, VABS scale, seeking to identify the presence of specific delays in language acquisition and global developmental disorders. The preverbal abilities studied were: visual contact, joint attention, the ability to interact, simple imitation, and the use of protoimperative gestures. ResultsChildren with global developmental delays showed more issues in the above mechanisms than the patients with specific language delays. The items that showed a higher level of impairment were the development of imitation and the use of protoimperative gestures related to development during the last quarter of the first year of life.

Hypersociability associated with developmental delay, macrocephaly and facial dysmorphism points to CHD3 mutations

CHD3-related syndrome, also known as Snijders Blok-Campeau syndrome, is a rare developmental disorder described in 2018, caused by de novo pathogenic variants in the CHD3 gene. This syndrome is characterized by global developmental delay, speech delay, intellectual disability, hypotonia and behavioral disorders including autism spectrum disorder (ASD). Typical dysmorphic features include macrocephaly, hypertelorism, enophthalmia, sparse eyebrows, bulging forehead, midface hypoplasia, prominent nose and pointed chin. To our knowledge, there have been no other clinical descriptions of patients since the initial publication.We report the clinical description of a 21-year-old patient harboring a pathogenic de novo variant in CHD3. We reviewed the clinical features of the 35 previously reported patients. Main features were severe intellectual disability, dysmorphic facies, macrocephaly, cryptorchidism, pectus carinatum, severe ophthalmologic abnormalities and behavioral disorders including ASD, and a frank happy demeanor. Hypersociability, which was a noticeable clinical feature in our case, despite ASD, is an uncommon behavioral feature in syndromic intellectual disabilities. Our report supports hypersociability as a suggestive feature of CHD3-related syndrome along with developmental delay, macrocephaly and a dysmorphic facies.

O COTIDIANO DE PESSOAS COM TRANSTORNO ESPECTRO AUTISTA DE ALTA FUNCIONALIDADE: uma análise da Série Atypical

Autism is classified as a global developmental disorder, characterized by growth sharply atypical in social interaction and in communication and the presence of a restricted repertoire of activities and personal interests (APA, 2013). Based on this was realized this analysis essay of the American series Atypical, where the main character Samuel, a young of 18 years old diagnosed with ASD goes through moments of anguish, when seeks his independence, having an overprotective mother, an older sister who seeks to welcome, a father having difficulty communicating with him and friends who serve as motivation for your daily development. The idea is postulated that when an illness or disability occurs in one of the family members, a chain of emotional stages occurs and attitudinal approximately constant and universal, these being: shock, denial, depression, adaptation and reorganization (Klüber-Ross, 1996). It can be said that the discussion of the topic addressed is of total relevance so that there is greater inclusion of patients with ASD, intending to contribute to the increase of society's knowledge about the challenges faced by autistic patients, their families and friends.

Indicadores de altas habilidades/superdotação em aluno com síndrome de asperger: um estudo de caso

Pessoas com deficiências, transtornos globais do desenvolvimento e Altas Habilidades/Superdotação são público-alvo da Educação Especial, respaldadas pela legislação brasileira. Essas pessoas necessitam de atendimento complementar e suplementar para desenvolverem suas potencialidades, inclusive as que possuem dupla excepcionalidade, ou seja, altas habilidades/superdotação, associada a outra especificidade. O objetivo geral da pesquisa foi o de verificar indicadores de Altas Habilidades/Superdotação em um aluno diagnosticado com Síndrome de Asperger; como objetivo específico, verificou se a professora de Arte do aluno, seu responsável (pai) e o próprio aluno reconheciam seus potenciais artísticos. A pesquisa caracterizou-se como Estudo de Caso, utilizando-se de três instrumentos para identificação de tais indicadores. As respostas obtidas com a aplicação dos instrumentos aos três participantes foram convergentes na indicação de altas habilidades/superdotação.

Formação de professores: qualificação para atender crianças com deficiência intelectual

This work aims to highlight the importance and necessity of initial and continuing training of teachers to attend children with intellectual disabilities and global developmental disorders in schools, especially after law No. 13,146, of 06 July 2015, to ensure and promote, under conditions of equality, the rights of persons with disabilities, with a view to their social inclusion and citizenship.

P.053 Whole-genome sequencing identified a frameshift mutation at LMNB1 in a family with early-onset dystonia

Background: Dystonia is a hyperkinetic condition that produces abnormal movements or postures. Its diagnostic procedure is often challenging and time consuming. Genetic testing provides an effective approach for diagnosis, but currently only very few dystonia genes have been identified. We propose that studying early-onset forms of dystonia with the use of whole-genome sequencing (WGS) will improve the identification of dystonia-relevant genes and mutations. Methods: We performed deep WGS using the Illumina HiSeq X technology in a mother-proband pair with dystonia. The mother has generalized dystonia (age of onset: 15) and the proband has myoclonic dystonia (age of onset: 11). Results: No pathogenic mutation was identified in any of the known dystonia genes. However, we identified a rare heterozygous frameshift mutation (p.K342fs*7) at LMNB1 that was shared between the mother and the proband. Duplication of LMNB1 is known to cause Adult-onset Demyelinating Leukodystrophy. A heterozygous deletion of LMNB1 has been reported in a patient with microcephaly and global developmental disorder. Conclusions: Further characterization of phenotypes in the participants and their family members is needed to confirm the relationship between mutation in LMNB1 and dystonia. This work provides a proof-of-principle that novel disease-relevant genes can potentially be identified using the proposed approach.

Implementação das políticas públicas educacionais no amazonas: os planos municipais de educação no contexto da inclusão

RESUMO Este artigo se refere a um estudo bibliográfico e documental acerca dos Planos Municipais de Educação do Amazonas. A pesquisa visou conhecer os subsídios teóricos que norteiam as políticas educacionais com um aprofundamento nos planos atuais de educação nas três esferas governamentais no que se refere a compromissos com a educação inclusiva. Na literatura de Hoofling (2001), Mészaros (2005), Libâneo (2006), entre outros, foi possível encontrar alguns aspectos consonantes/dissonantes que conferiram o aporte teórico no que é concernente à aquisição do Direito à Educação para o segmento das pessoas com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação4. Para atingir o objetivo proposto optou-se por uma pesquisa qualitativa com enfoque dialético, por considerar as políticas públicas educacionais de inclusão, quando efetivadas, um instrumento de transformação social da condição de excluídos à protagonistas das próprias histórias. Contudo, é um convite ao debate para desvendar se, na tentativa de contemplar parte das necessidades apresentadas pelo público-alvo em questão, os Planos Municipais pesquisados estão negligenciando o devido cumprimento dos princípios assegurados pela Educação Inclusiva no Estado do Amazonas. Palavras-chave: Políticas de inclusão. Plano Nacional de Educação. Planos Municipais de Educação.

A Integração e a Inclusão Escolar no panorama histórico patrimonial-burocrático brasileiro

O presente estudo analisa a inserção dos alunos com necessidades educacionais específicas nas instituições de ensino regular, tendo em vista as características da sociedade brasileira marcadamente patrimonial-burocrática. As metodologias utilizadas foram a pesquisa documental, relativa à legislação vigente que preconiza o atendimento aos discentes com deficiência, transtornos globais do desenvolvimento e altas habilidades – Lei nº 9.394, de 20 de dezembro de 1996; Resolução CNE/CEB nº 2, de 11 de setembro de 2001; Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva de 2008; Lei nº 13.146, de 6 de julho de 2015 – e a pesquisa bibliográfica de produções científicas atinentes ao assunto abordado. Como resultado, considera-se que as normativas legais possibilitam a inclusão desses estudantes no sistema de ensino regular. Entretanto, esse modelo híbrido de patrimonialismo e burocracia, obstaculiza mudanças substanciais, pois à tentativa de implantação da inclusão nas instituições educacionais, opõem-se as práticas tradicionais dos docentes, mantendo os pressupostos da integração escolar. Conclui-se que a formação continuada dos professores, recomendada pelas normativas legais pesquisadas, cria a possibilidade de enfraquecer aspectos do fazer pedagógico arraigados em valores patrimoniais, garantindo a eficácia da inclusão escolar.