A inclusão de estudantes especiais na educação básica

Abstract

The present work explores considerations about inclusive education in a school in the city of ITAQUI-RS. To do this, reflect on the challenges and perspectives of including students with disabilities in regular classrooms to understand the importance of inclusion today. It is noticed that there is a veiled exclusion, very common in our society, so we must debate the theme in search of a consistent process where inclusion really takes place. A bibliographic review on the subject and a field research at the school in question were carried out. Through observations in the school's classroom, it became clear that there is much to be done to effectively include special students. In the research, it was visible that teachers who do not make the inclusion in the classroom with the other students, always doing different classes for each of these groups of students, the so-called normal and the special student. The work becomes academically relevant since inclusive education has proved to be extremely important for children, adolescents and adults with specific educational needs to develop skills and abilities to be used in their daily lives. The inclusive education law in Brazil required the adaptation of the curriculum to new pedagogical methods and pedagogical practices. However, in some contexts there is no possibility of inclusion, as teachers carry out different activities, both for so-called normal students and for students with special needs. In this research, I observed that there is no participation of the class as a whole, but the separation between the students in the classroom, this makes it possible for the inclusion among the students not to occur, since there were no activities that are worked together, making the so called expected inclusion.