A formação dos professores e o desafio da inclusão dos alunos com necessidades especiais em classes regulares em uma escola da rede pública do município de Sossego - PB.

Abstract

The Inclusive education has been a big concern of current society. Over the years were traced many battles for that the inclusion occurred in fact and law. This present work is a research about the teacher training and the challenge of inclusion of students with special needs in regular classes in a public school in the municipality of Sossego - PB. The main goal was to verify if the training offered to school's teachers studied offered support to include students with special needs in regular classes teaching, as well, observe perception of the teachers' about what is inclusive education and the difficulties for inclusion. The data collection for the research was through a semi-structured questionnaire, in order to identify inconsistencies or knowledge gaps to the front theme. Faced with the responses obtained and analyzed, it can be concluded that inclusion is a very big challenge, not only for teachers, but for the whole school community. It was also possible established that the public educational policies ensure registration and access for students who need attention and special care , but do not guarantee the permanence with quality, since the law was changed to an inclusive policy, but the exclusionary structure still remains in inside the school. Considering the problems that hinders the inclusion were cited as highlights by teachers, the lack of training for teachers and the lack of resources and appropriate physical space. This was a descriptive and quantitative and qualitative character research and contributed reflexively to show the importance of inclusion in the regular education classroom as well as the difficulties that teachers face against inclusion.