Curriculum and meanings of schooling for students with disabilities: challenges and possibilities for inclusive education

Abstract

This article discusses curriculum, school, and contemporary demands, addressing the need for a curriculum that is in line with the perspective of inclusive education, focusing on the special education audience. Through bibliographic and documentary research, it aims to reflect on the possibilities of a curriculum that contributes to the development of any subject. We used cultural-historic theory considering its assumptions about human development as well as its contributions to the implementation of teaching practices that meet the specificities of students with disabilities. Considering the biopsychosocial model of disability assessment, as proposed by the Brazilian Inclusion Law (LBI), and the possibilities that support models bring in relation to the functionality and potential of people with disabilities, we highlight the importance of pedagogical differentiation, contributing to curricular accessibility. We argue that school actions should be based on individualized educational planning to ensure access to the curriculum. We highlight the perspective of Universal Design for Learning (UDL) in dialogue with the concepts worked on to provide various paths for the implementation of practices that meet particularities, without disregarding the whole. Finally, we bring reflections on the senses and meanings of a schooling process that is effective with learning, development, and participation of all students.