Inclusão: um desafio ao profissional da educação

Abstract

This research looks for elements to answer questions related to the reality of basic school teachers in Uruguaiana-RS, such as: Are there any preparation, course or training that qualifies them to work properly with the included students? Which are the attempting practices being adopted by them? Are support and assistance provided by the school? Which are the main difficulties faced by them? These are relevant issues to be discussed to add a meaning of these professionals. The aim of this study is to survey the possible implications and situations named by the teachers related to their students with special educational needs, tracing the main challenges faced by teachers while working in the regular classes with included students. The methodological approach to answer this research questions was the case study that involves sample collection through a questionnaire applied on 23 education professionals of a private school, 3 municipal schools and 2 stately schools. It is expected to set the main characteristics of professionals, special education students and also institutions throughout this research. With the acquired data, it was possible to trace the profile of Inclusive Education in this city and conclude that there is some restriction on the dissemination of qualified and trained human resource to teach students with special educational needs.