A educação inclusiva nos anos iniciais do ensino regular

Abstract

The work now presented has addressed the importance of Inclusive Education in the early years of regular education, because I believe that is a topic of extreme relevance in the contemporary times marked by wide diversity in the school. Explored the concept presented from the perspective that it makes reference to the educational process of children and adolescents with disabilities, constituting one form of the insertion of these children with special educational needs in mainstream classrooms in Basic Education. The main goal of the presente study was to examine how inclusive education is developed in the classrooms of the early years. It was intended to: identify the difficulties that teachers face in the process of inclusive education; to know how the teachers respond to the difficulties presented during the process of inclusion. The work methodology used was the case study, whose main characteristic is to portray the reality of complex shape and deep. In relation to the instruments of data analysis, we opted for the semi-structured interviews, whose results were analyzed from the Content Analysis of Bardin. The research findings indicate that the perspective epistemological advocated by the Inclusive Education is still a problem for educators who are faced with difficulties from their understanding to their effective implementation in the classroom. To overcome this scenario, the present text suggests that there is urgent need for action by the public authorities constituted, is in the financial aspect and on the pedagogical support. It was evident also, the concern with the training of teachers, in order that the paths traversed towards the effective inclusion if set up as a reality that guarantees the education of students with disabilities.