Inclusive practices to students with intellectual developmental disorder in the context of remote teaching

article is the result of a Partnership between the Federal University of Maranhão-UFMAand the Municipal Department of Education – SEMED/São Luís/MA, with the support of the Foundation for Support to Research and Scientific and Technological Development of Maranhão-FAPEMA, by through the Research Productivity Scholarship and aimed to analyze the inclusive pedagogical practices used by teachers to serve students with intellectual developmental disorder according to the needs of their families in the context of the remote teaching caused by the COVID-19 Pandemic. cross-sectional cohort of applied nature participant quanti-qualitative research approach. Participants were 06 teachers working with students with intellectual developmental disorder in two municipal public schools in São Luís-MA. a) Structured interview with teachers in order to verify: (1) specificities of teaching for students with intellectual developmental disorder (2) organizational structure of municipal schools (3) inclusive pedagogical practices adopted by teachers(4) resources used by teachers. The results showed the use of some active methodologies by teachers supported by educational technologies such as digital platforms to favor access to students due to social distancing. Support for families of students with intellectual disabilities was essential and guided teaching in the home environment of these students, so the teachers were unanimous in affirming the importance of actions that promote greater interaction with these families as a means of implementing inclusive education in the context of remote teaching of the COVID-19 pandemic.