A educação especial na perspectiva da educação inclusiva: atendimento educacional dos alunos em classe comum

Abstract

This research aimed to reflect on the role of the teacher who works in inclusive education, taking into account the literature and legislation on the education of people with special needs, included in the regular school system of the common school. The 1996 National Education Guidelines and Bases Act and the Salamanca Declaration made considerable progress in providing guidance for inclusive education in education systems to address the rights and educational needs of all learners. Considering the above the present research has as its theme: Special Education From the Perspective of Inclusive Education: Educational Attendance of the students in the common class. And as guiding questions: What is the educators' conception of special education and inclusion? What is the importance of teacher education, to act from the perspective of inclusive education, in initial education? Should continuing education be done only with teachers or should the entire management team be updated? How to work for inclusion in the classroom despite the number of students? In the teachers' perception, should the conversation with parents of all students about inclusion exist? The research was developed through a qualitative approach, being initially bibliographic and after field, having as data collection instrument the questionnaire with open and closed questions, semi-structured, as subjects of the research, the preschool teachers. The site of the research was a Municipal School of Early Childhood Education, located in the South Central Zone of Manaus. As a method of data analysis we use content analysis, through which we organize the data into three topics, namely: Education in the inclusive perspective, teacher education for the development of education in the Inclusive perspective and the challenges of pedagogical work. in ordinary school from the perspective of inclusive education. The literature review had as main theorists: Mazzota (1993-2006), Omete (2006), among others. The results pointed to the importance of inclusive education for students with special educational needs, highlighting how much the legislation provides for it to occur in schools, but it is not enough, as it is necessary to rethink the curriculum, the pedagogical political project and the developed practices. in schools so that the student has, not only the access that the law guarantees, but the total condition for the permanence and opportunities for the achievement of school success.