CONTRIBUTIONS OF NEUROPSYCHOLOGY TO THE SCHOOL INCLUSION PROCESS

Abstract

The present work consists of a theoretical study on the issues of teacher education and the process of school inclusion, regarding pedagogical practices and the insertion of students with disabilities, in order to consider the importance of neuropsychology in the field of education, with a view to The demands that emerge in the school context, in which they pass through the condition of the teachers do not feel prepared to welcome these children who are often not understood in their mode of cognitive functioning and prevent them from being an active subject and participant in their teaching process And learning. Thus, this study deals with a review of narrative literature that goes through the studies concerning the context of educator formation, as well as the pedagogical practices worked with disabled children in the school context, considering the contribution of neuropsychology as a way to understand the child in their Cognitive processes providing a perspective of equity for education. The studies emphasize the society's permanent commitment to inclusive education in which it is necessary to consider that before the deficiency, the student is a subject of desire and own achievements.