Reflexões sobre a própria prática docente na inclusão escolar de uma estudante com deficiência intelectual

The general aim of this article is to describe and reflect on teaching practice in order to contribute to the school inclusion of a child with intellectual disabilities. School inclusion ensures quality access and permanency to education for all, including those with disabilities, so it is necessary to think about teaching practice that encourages learning. The information was obtained by means of a field diary and video recordings of the teachers' own practice, making it possible to discuss aspects that contribute to inclusive education, such as current legislation, specialized educational services, curriculum adaptation and collaborative teaching. In reviewing her own practice, the teacher-researcher reflected on ways to teach all the students in the class and attend to the specific learning needs of a student with intellectual disabilities included in a regular classroom, which required questioning her choices, conduct, behavior and re-evaluating her own action in order to turn the class into an inclusive one.