Dificuldades e desafios do professor no processo educativo de crianças com deficiências.

Abstract

This study has as porpose to analyze the difficulties and challenges faced by teachers in the educational work of children with disabilities; to present the main theoretical concepts in the legal parameters that regulate Inclusive Education; to ascertain if the teacher's practice is coherent with the theory that substantiate the inclusion, as well as to reflect about the main aspects that influence the pedagogical practice of the teacher in Inclusive Education. Was approached still in the course of this work a brief discussion about the historical process of Inclusive Education and aspects related to initial and continuing training of the teachers. Therefore, we performed a literature review about the theme, besides of a research of field of the descriptive type with qualitative approach through of an interview of the semi-structured type. The research had as locus a public elementary school, linked to the municipal educational institution, located in the city of Cajazeiras-PB. The subjects of the research were interviewed in a number of four female teachers of regular teaching which during the work were identified as P1, P2, P3 and P4 for a better understanding of the reader, being that these vary between educators of Infant Education, fundamental I and II. In relation to the results, the research revealed that teachers present difficulties in the development of pedagogical practice, in view of the lack of specific knowledge to deal with students with disabilities in regular education, that among other factors, occurs due to lack of training, initial and continuing training, especially in the area of special education that may involve diversity and coexistence with differences in the process of schooling of learners in the classroom.