Experiences and perceptions of families about school inclusion of children with psychomotor disabilities

Abstract

Inclusive education is equitable and fair, focusing on the potentialities of the individual; it is also a means of achieving people’s development and society’s tolerance to diversity. In reference to the topic, this article highlights aspects of the school inclusion of children with psychomotor disabilities in a given population, evidencing a process in which beneficial experiences and perceptions alternate with other not so favorable experiences; it should be noted that these could be biased by the subjectivity of the stories of the people interviewed in the study: their caregivers. In this sense, the objective of this article is to describe and analyze the experiences and perceptions related  to school inclusion, as well as to interpret them and arrive at conceptualizations.