Concepção dos docentes sobre a inclusão de alunos com deficiência no ensino regular

Abstract

The present study was based on the importance of knowledge and reflection on inclusion. The objectives that guide this scientific work are: to analyze the conception of the teachers in relation to inclusive education; To verify from the perspective of teachers the main factors that favor (and those that hinder) the implementation of inclusive education; To analyze the pedagogical practice of teachers in the care of children with disabilities. This research was designed and developed in order to contribute to meaningful learning and the development of the main subject of teaching, the student. For that, a qualitative and field research was conducted. The collection instrument used was the questionnaire. In order to guide the reflection on the theme, we use as theoretical reference the following authors: Mantoan (2001, 2003, 2004, 2006, 2007), Cavalcante (2004), Sassaki (1999, 2000, 2003), Marques C. (2002), Cury, A. (2003), Amaral (2006), Carvalho (2004), Aranha (2000, 2004), among others. From the results presented, we found that the teachers conceive of inclusive education as an irreversible movement, and the teacher plays a fundamental role in this movement. However, its performance is hampered by several situations, among which we can highlight: lack of specific training, scarce pedagogical resources, lack of physical and pedagogical structure of the school, involvement of other school professionals. Another factor that attracted attention was the teachers 'lack of knowledge about the public policies that guide inclusive education, generating uncertainties and insecurities about inclusion, as well as teachers' difficulties in confronting the inclusion of students with or without disabilities in regular education.