Educação inclusiva: delimitação conceitual, limites e possibilidades.

Abstract

This work proposes to analyze Inclusive Education in public schools state and municipal, of the city of Cajazeiras - PB, having as target audience, the students with special educational needs (SENs), inserted in schools: E.E.E.F. Dom Moises Coelho and E.M.E.I.E.F. Antônio Tabosa Rodrigues - CAIC. With In order to deepen the study, the analysis aimed to investigate the needs, conflicts, fears and frustrations children with special needs, trying to detect how the implementation is being and the challenges of this inclusion. THE method used to carry out this research, was chosen based on a exploratory study with a quantitative and qualitative approach, with the objective of data collection instrument interviews conducted in schools with students "normal people" and students with SEN's, where these interviews were carried out, according to the specific needs of each student. In this way, the result of the research was relevant, as it was found that the difficulties of learning of students with SEN's are present in the school's daily routine, due to lack specialized training and training for teachers and other members of the school community. Therefore, it was concluded that Inclusive Education still is not effective in schools, as it appears without a right direction, with a lack of oriented work, so that in fact school inclusion happens, provided for by law federal.