O processo de inclusão de estudantes com deficiência intelectual: vozes docentes da educação básica

Abstract

The growing presence of students with intellectual disabilities in mainstream education faces a series of challenges that span across various areas, requiring schools to rethink pedagogical concepts, as well as train teachers who must be prepared to welcome all students without discrimination. From this perspective, considering the new conceptions regarding intellectual disability, Brazilian legislation, and the right to inclusion of these students, this study aims to discuss the role of mainstream education teachers in the educational journey of students with intellectual disabilities. To achieve this objective, field research was conducted based on a qualitative approach, using a questionnaire as a data collection tool administered to eight teachers from three municipal schools in João Pessoa, Paraíba. The investigation results revealed a certain level of insecurity among teachers due to the lack of specific training and material and human resources for the inclusion of students with intellectual disabilities. According to the research findings, challenges include a high number of students with intellectual disabilities per class, lack of support, the need for collaboration with other professionals and families, and the elimination of attitudinal barriers in schools. In light of these results, we indicate the need for further research focused on aspects involving the inclusion of students with intellectual disabilities, taking into account the inadequate training of teachers, the lack of resources and appropriate infrastructure, and prejudice or lack of knowledge about the specific needs of students with intellectual disabilities.