Inclusão e acessibilidade: contribuições das salas multifuncionais (SRM), na rede pública de Mari-PB

Abstract

The discussion about the accessibility and educational inclusion of people with special needs integrates a set of central issues in the purpose of improving the Brazilian education system. Inclusive education presupposes new perceptions, attitudes, policies and practical perspectives that provide access, permanence and development of students with special needs in the country's regular education network, granting the necessary conditions for their learning. The search for these conditions over the decades promoted the structuring of Specialized Educational Care (ESA) for the target audience of Special Education. In this context, the objective of this work aims to address the relevance of ESA services, through the Multifunctional Resource Rooms (SRM), granting better conditions, resources and professionals to assist students with disabilities and produce an effective teaching-learning process for their specificities. The methodological procedures for the preparation of this research were based on the bibliographic review of authors and works that discuss the subject and on a case study conducted in the municipality of Mari-PB, from interviews and reflections with teachers and family members of students enrolled in the ESA of the city's schools, who study in the RMS. The results obtained show that there are still many challenges for the promotion of inclusive education in the country, especially in the context of special education and its demands. In this scenario, the resource rooms, professionals, equipment and all school management, when well directed, supported and trained, can greatly contribute to the integral development of these students.