A inclusão de alunos com deficiência em sala de aula regular: um estudo realizado numa escola pública de Limoeiro – PE

Abstract

This work of course completion has the general objective to analyze the actions implemented in the scope of municipal schools in the sense of consolidating the inclusion of students with disabilities in regular classrooms of Elementary School, considering the quality of care and current legislation. For this purpose, a qualitative and exploratory field survey was carried out, using questionnaires to collect information. The research subjects were 5 (five) professionals: a pedagogical coordinator, the resource room teacher and three teachers who teach in regular classrooms in which students with disabilities from a Municipal School of Limoeiro - PE are included. This paper proposes a reflection about the inclusion policy regarding the access and permanence of all students with disabilities in regular classrooms. It begins with the understanding that the educational development of these students occurs as they are not only seen as a body occupying a space in the classroom, since the inclusion is not only the physical permanence of these students, but is intended to respect and to value people in their own and potentialities regardless of the differences they may present. Thus, it is necessary that school and teachers open space for acquiring specific knowledge in this area, since inclusion has become an important aspect to be considered in contemporary educational planning. Based on the analysis of the progress of the inclusion of students with disabilities in regular classrooms in the municipality of Limoeiro-PE, it can be identified that both the structural accessibility and the methodology used in everyday life are the main challenges faced; and adjustments and adjustments are necessary to improve the condition of these students, which also requires greater support and accountability from the public authorities. Therefore, the society needs to develop a new way to look at these students, focusing not on their disabilities, but in their potentialities.