Os desafios da inclusão: estudantes com deficiência na educação infantil do município de Limoeiro

Abstract

Are presented in this work Course Completion results of a field survey conducted in the city of Limon / PE in order to analyze the advances and limitations faced by schools to ensure the inclusion of students with disabilities in kindergarten. Was taken as a reference to the Brazilian Federal Constitution (1988 ) which, in its Article 206 , paragraph I , gives equal conditions of access and retention of children in school , as one of the fundamental principles of basic education , ensuring therefore the specialized care in mainstream as a duty of the state and CNE / CEB No. 2/2001 , Article 2 , which determines the enrollment of all students in mainstream education systems , leaving it to the schools organize themselves to meet learners with disabilities , to ensure them the necessary conditions for a quality education to all . This is a field research, exploratory, based on a qualitative approach , which was used for open and closed questionnaires , interviews and observations , for data collection . The subjects studied were three professors of multi-functional capabilities, three teachers from the regular class room Childhood Education, three leaders of schools, one coordinator resource room program and three parents of students placed in these rooms, for a total of thirteen subjects participants. The questionnaires and interviews were formulated after having been initially developed a literature on the subject studied and implemented after the observations and records made in the field daily. At the end of the work it was established in the city of Limon / PE that despite the problems identified in the survey such as the insufficient transport and lack of skilled manpower to work with students who have disabilities , the inclusion process is advancing gradually and the multifunctional rooms feature have supported this educational and social inclusion of people with disabilities , ensuring not only the permanence , but especially cognitive development partner of the same in the school environment .