LIMA, Flaviana Alves de.
Resumo:
The work deals with the need to understand how the process of
Inclusive Education for people with disabilities, since this proposal seeks the personal and social integration of this population. In the development process, an attempt was made to take into account the entire historical, political, social, cultural and economic context of people with disabilities, as it is not enough to summarize the inclusion of numbers enrolled in school. The present research sought, from the perspective of the students of the 3rd year of an inclusive school in the city of Sousa / PB, to verify how socialization occurs, in a classroom with 18 students "said to be normal" with those with disabilities. For that, a semi-structured interview script was used, leaving them free to put their ideas and positions. In the analysis of the data, we tried to contextualize the responses of each of the subjects. Thus, it was observed in the course of this work, that it is necessary for everyone to participate in Inclusion for it to actually happen. Soon,
learning to work with inclusion has become a challenge, both for teachers, as well as for schools and the community. It is important for the teacher to understand that it is essential to always learn more and that teaching and permanent learning is done in different ways and in different places. Thus, inclusive education does not refer only to the educational terrain. It is present both in social life and in the insertion and participation of people with disabilities in the labor market. This occurs from the educational process, as it helps to acquire skills, which are used at school, at home, at the laser and at work. Therefore, this study leads us to a reflection that involves the importance of Inclusive Education in the lives of people with disabilities
