The students’ protagonism: a need for the social inclusion of the school children with light mental delay

Abstract

The social full inclusion of the students payees late Mental Light to the mature and independent life as active entities is still an in route to traveling that it requires effort and support. Us educators, we have the responsibility of offering helps and supports in a permanent way to guarantee the protagonist so that in a future they can be inserted to the society. The use of theoretical and empiric methods allowed to corroborate the insufficient protagonist of the mental light retarded students for its social future inclusion. The applied strategy was able to promote the educational personnel's separation with preventive focus propitiating the preparation of the same ones to develop the protagonist in the retarded mental students according to its capacities and competitions achieving they to be related and interaction with its partners and to enjoy an equality of opportunities, propitiating its development and formation for the social inclusion.