COSTA, A. R.; http://lattes.cnpq.br/9430284002756541; MEDEIROS, Audiene Rodrigues da Costa.
Résumé:
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.