Educação inclusiva: desafios dos docentes no processo de ensino-aprendizagem de alunos com necessidades educacionais especiais.

Abstract

Inclusive education is a reality enhancement process in Brazil, despite all the legislation already approved and in force. The need for improvement is configured from the reality experienced in schools, which still needs to change to meet what determines the law: to maintain and able to enroll in school each student to present some form of special educational need-SEN, giving her conditions for their full development in accordance with their limitations. The school environment from its infrastructure to its workforce needs to adapt to receive this student body. This research was carried out with science teachers in elementary schools II, in the urban area of the municipality of Cuité - PB, investigating the special educational needs constant in each school, methodology, evaluation directed at pupils with SEN and even check the challenges faced by teachers in this task of promoting learning and overcoming these students who now have the right to be in regular education class. The study showed that daily regular classroom teachers face varied challenges to teach students with SEN, including 4 were cited more often, which are large classes, lack of resources room for specialized care, lack teaching materials and most important result is the lack of knowledge or training that significantly assist in the teaching learning, thus indicating the need for change, system restructuring, based on the experience of teachers. This research confirmed this need already described in other studies in various regions of the country.