Inclusão em escola municipal – Campina Grande/PB

Abstract

School inclusion is one of the factors that still requires care in relation to its performance in the school environment, where it is necessary to speak of its importance because when we talk about educational inclusion in general and in particular in our city, we will address several Aspects that are involved in the integral development of the child as social, psychological, affective, educational and social. To evaluate the quality of education in relation to school inclusion and how it is being developed in the classroom, besides the role and qualification of the educator to act in this modality of teaching. The study was carried out in a public school in Campina Grande, where it was possible to analyze the number of teachers, especially those working in the class with (AEE), in what form the content is elaborated, what academic training, how many students, As well as articles and theses on the subject. Each teacher is only responsible for a student in different shifts that is available by the city, Lesson plans are tailored to the needs each student needs.