BANDEIRA, José Junior Pinheiro.
Resumen:
The inclusion of students with special educational needs is a big challenge, but it is observed that there is already a great advance in relation to the past regarding their inclusion. It is understood that it is necessary for all children to be in schools, because education is a right of all. Inclusive Education has as its prerogative the search for a quality education, then, the regular school enters as a partner in search of this teaching, presenting means by which the differences are used as something that improves the education. The school must be an environment that welcomes all differences, always seeking the best alternatives to develop the students' capacity. This work aims to understand the process of inclusion of students with special educational needs in regular education in E.M.E.I.E.F Maria do Carmo Gonçalves. To achieve the general objective of this research, we will consider the specific objectives, that are: understand how Inclusive Education is configured in regular education; identify the teacher's practice for the inclusion of students with special educational needs; and analyze teachers' opinions about teacher education for working with students with special educational needs. About the applied methodology, the technical procedures are bibliographical research and field research, having a quali-quantitative approach. A questionnaire was developed as an instrument of data collection with 08 school teachers. As theoretical reference was used Almeida (2013), Moran (2011) Oliveira (2008), Carvalho (2005), Durkheim (1955) among others. Faced with the subjects' responses, it is understood that it is important for the teacher to have adequate and continuous formation, so it can be meaningful for the inclusion of students with special educational needs in regular education. It is evident the need for greater support from all the school agents, one supporting each other, facing the challenge of inclusion.
