Inclusão escolar e necessidades educacionais especiais: uma revisão da literatura

Abstract

The presence of the pupil with SEN in the common school has intensified in recent years, but this presence is not always welcome due to the lack of previous experiences with such clientele. The researcher's interest in carrying out studies on the inclusion of students with SEN appeared when she started to have direct contact with these children, from the moment she started working as Educational Agent I (merendeira) in a state school that receives children with SEN. The study aimed to carry out a survey about a review of the literature on School Inclusion in order to heal the question about the relevance of inclusion in scientific articles of the last ten years of national scientific production. A bibliographic review was carried out where the following keywords were used: school inclusion and perception, school inclusion and perspective, inclusion and special educational needs. A total of 140 articles were found, of which 118 were excluded. After this analysis, the final selection had 22 articles in its entirety and were analyzed for the aforementioned keywords quoted above. The Perspective of Inclusion is still growing because of the difficulty of facing and preparing teachers to face Inclusion for practice and not just for theory. However, more research is needed on SEN and Stigma and School Inclusion and Stereotype. The vast majority of articles are characterized by a lack of teacher empowerment around Inclusion. It is noted that Inclusion is still excluded when it comes to scientific work on these subjects, by the number of publication close to other distinct areas.