Educação Inclusiva e o desenvolvimento atípico quanto à dimensão cognitiva - Uma revisão da literatura

Abstract

This article aims to carry out a mapping of research related to atypical development about the cognitive dimension,
based on the perspective of Inclusive Education. Therefore, a literature review was carried out in the SciELO and
Google Scholar database between January 2009 and May 2020, in order to identify research on students with
intellectual disabilities, pervasive Developmental Disorders, High Abilities/Giftedness, Dyslexia, Attention
Deficit Hyperactivity Disorder or another learning disorder. The analysis revealed that 14 articles present the focus
of interest of this research, which were mostly published in journals in the field of Psychology and Education. The
researchers' institutions are mostly federal and state higher education in the Southeast and South regions of Brazil.
The researched subjects are distinct and, among them, are teachers, managers, students with Down Syndrome,
Dyslexia, Intellectual Disabilities, Pervasive Developmental Disorders and multiple disabilities. The assumptions
of Lev S. Vigotski stand out as the framework most frequently used in the articles to support the concept of atypical
development. There is a lack of research on the atypical development regarding the cognitive dimension from the
inclusive perspective in the analyzed period.