Cuidadoras de crianças e adolescentes com Síndrome de Down: sobrecarga de cuidados no processo de inclusão/exclusão na rede de educação básica

Abstract

This study addresses the historical evolution of disability concepts, highlighting the transition from the medical model to the social model. It focuses on the intersection of the trajectories of individuals with Down Syndrome (DS) and the educational system in São Paulo, exploring challenges and historical influences of inclusive education. Despite normative advances, schools face issues of exclusion and violations of rights. The ineffectiveness of Basic Education in the development of individuals with DS in São Paulo contributes to caregiver overload. The distinction between school integration and inclusion is emphasized, along with the presence of social workers in education as a step forward for inclusive strategies. The research assesses the effectiveness of public policies for educational inclusion of individuals with DS, emphasizing the urgency to rethink educational institutions to promote true inclusion and a fairer society