Linguistic competence and its contributions to inclusive education towards the Specific Terminality

Abstract

This article is the result of work carried out at the Nucleus for Assistance to People with Specific Needs (NAPNEE) on  campus of the Federal Institute and aimed to understand the language skills of a student with severe intellectual disability, in the 3rd year of integrated technical high school. For three months, the student participated in tests and specific tasks of the Portuguese Language discipline, the team sought to detail the student's language skills, understanding that linguistic aspects are inserted in a mental module that Chomsky (1957) calls Syntax. Thus, the text presents a part of the description of the observed skills and competences and this dense description will collaborate in the construction of its Specific Terminality, since this certification will be useful for future paths. School development equivalent to classmates in the last year of high school was not expected, not even literacy or beginning of the speech, but assistance to other professionals and institutions in which she will participate at the end of basic education, since these organizations will be able to from the information contained in the Specific Terminality for future referrals in the area of ​​language.