Desafios e políticas públicas de educação especial inclusiva no município de Coxixola – PB.

Abstract

The concept of inclusive education goes beyond the right to access school. For this to happen, those who make up the school must be attentive to the quality of the teaching offered and the structure that receives this public, in this case, special education, people with some physical or intellectual disability, who form a group that has historically been marginalized and made invisible by public policies in a general context. In this way, the aim of this research was to analyze which government actions have been instituted to offer quality education to students who are the target of Inclusive Special Education, in the public school network of the Municipality of Coxixola-PB. To this end, the methodology used in this work was of a exploratory nature, following a qualitative approach, with a survey of data collected by means of a questionnaire and interviews, for 1 member of the municipal education department, 7 teachers and 5 mothers of target students, from the information collected, content analysis was carried out. The results revealed some limiting factors, such as: schools only began to adapt to receive students with special educational needs after the first diagnoses, the issue of adaptation and socialization were the difficulties most cited by the mothers interviewed and the main challenge cited by teachers was curriculum adaptation. The results also show that dialogue between the family and management is a positive aspect of receiving and responding to special needs.