Educação inclusiva na educação infantil: os desafios do atendimento educacional especializado

Abstract

It is known that education is everyone's right and this right implies access to permanence and quality of education. Inclusive education must start in early childhood education and implies an education that goes beyond mere compliance with the law, seeking professionals who are specialized in areas related to special education. For there to be inclusive education, several actions are necessary at school, in society and in the family. The collaborative work between the regular classroom teacher and the specialized educational service teacher is essential in the development process of students with disabilities, as these professionals contribute and create strategies together to develop skills aimed at learning each student. Therefore, teachers in the regular room and in the resource room need to work in a way that cooperates with each other in order to minimize difficulties, promoting inclusion and seeking the development of skills in students with disabilities. family, in the sense that it is part of the context in which the student is inserted and that exerts great influences on the various aspects of the individual's life. In this way, this work Completion of the Degree in Pedagogy, aims to analyze the importance of inclusive education in the early childhood education stage, in the face of the adversities faced by the teacher of the multifunctional resource room, as well as to understand how practices are constituted characteristics of AEE teachers, describe the difficulties encountered during the inclusion process and investigate the relationship between the AEE classroom teacher and the student's family. This research is characterized by a descriptive and exploratory field research, with a qualitative approach. Seven teachers responsible for multifunctional resource rooms in public schools in the city of BayeuxPB, where they work, participated in this study. The research was carried out through interviews and a semi-structured questionnaire with closed and open questions. A questionnaire containing nineteen questions was carried out and made available through a google forms form. Data analysis was performed based on discourse analysis. The results show the teachers' concern regarding the lack of pedagogical and IT resources available in the classrooms, the lag in the work environment, the lack of qualification and/or continuing education of teachers in the regular classroom, the low attendance of students and the lack of participation of some families with the school. Therefore, it is expected that the results of this research will contribute to the emergence of new studies, always seeking new learning and other knowledge on the subject.