Dificuldades docentes no processo de ensino-aprendizagem com alunos com deficiência nos anos iniciais do ensino fundamental.

Abstract

This study aimed to understand the difficulties experienced by teachers in the teaching and learning process of students with disabilities in the initial years of elementary school. The qualitative research was carried out with four teachers who work in a school of the municipal public network of the city of São João do Rio do Peixe / PB. The instrument of data collection was the individual interview, in the semistructured modality. The data collected were organized and analyzed using techniques of the method of content analysis, developed from Bardin's perspective. In the theoretical reference was adopted the thought of Sassaki, (2002), Silva, Vilela and Oliveira, (2012). The results of the research indicate that the difficulties faced by teachers are the lack of training or training of teachers, the need for pedagogical support by the school and the unavailability of pedagogical materials that can adequately meet the needs of students and also teachers, as well as a sufficient school space to accommodate students with disabilities. It has been found that even with all difficulties, the school is interested in receiving children with disabilities, but only receives them in compliance with the law and this is not enough for the inclusion process. We emphasize that there is a desire for changes in the number of teachers working with inclusive education. We consider it essential that the school reorganize its pedagogical practices, reflecting on how to improve or transform its teaching methods in order to develop good work, to overcome problems and to facilitate the integration, adaptation and learning of students with disabilities, as they are the objectives of the school in relation to students with disabilities proposed by inclusive education.