INCLUSIVE PRACTICES IN SPECIALIZED EDUCATIONAL SERVICES: THE MEDIATING ROLE OF THE TEACHER WITH STUDENTS WITH DOWN SYNDROME

Abstract

This study presents a review of research that portrays inclusive pedagogical practices developed by teachers in Specialized Educational Services (AEE) with students with Down syndrome. The research started from the following question: What inclusive pedagogical practices developed by teachers working in AEE have contributed to the learning process of students with Down syndrome in Brazilian public schools, and how? Based on this question, the objective is to identify the inclusive pedagogical practices carried out by teachers in Specialized Educational Services (AEE) and to understand if they have contributed to the learning process of students with Down syndrome between 2015 and 2025, in the context of Brazilian public schools. For this, the methodology of systematic literature review (SLR) was used. After a search in Google Scholar and CAPES Journals, 24 studies were selected for presentation, analysis, and discussion of the results. It is concluded that the inclusion of students with Down syndrome depends directly on intentional pedagogical practices, the appropriate use of assistive technologies, and qualified teacher mediation, both in regular education and in Specialized Educational Services (AEE). Resources such as Augmentative and Alternative Communication, visual materials, technological devices, games, and playful activities have proven highly effective in enhancing communication, autonomy, social interaction, and cognitive development. Convergingly, research indicates that curricular adaptations, space organization, collaborative planning, and individualized support are essential factors to guarantee the participation and progress of these students in regular education.