Percepção de professores sobre inclusão de pessoas com deficiência intelectual na escola regular

Abstract

Discussions about inclusive education in Brazil extended in the 1980s and important documents were instituted for the construction of an inclusive school. Among the documents of great importance for inclusive education is the Law of Directives and Bases of Education - LDB and Federal Constitution (Articles and Convention on the Rights of Persons with Disabilities). This study focuses on the education of students with disabilities, specifically the intellectual disability - DI. We believe that this study is relevant because teachers are the professionals that make happen to the inclusion of students with disabilities in school. This study aims to analyze the perception of teachers about the inclusion of people with intellectual disabilities in the regular school. Specifically, we want to know the importance given by teachers to the inclusion of people with disabilities in the regular school. In this sense, to identify what teachers understand about educational inclusion, to evaluate the teachers' attitudes toward the learning of the subject with intellectual disability in the regular class and to verify if the teacher recognizes or not the guidelines to be covered to exert the educational inclusion of people with Intellectual disability. A semi-structured interview script was used as a data collection instrument. The data were analyzed qualitatively based on the guidelines and suggestions of the book entitled "Content Analysis" (Franco, 2008). As a result it was possible to have a knowledge about how the teacher perceives the educational inclusion of the person with intellectual disability.