O processo inclusivo escolar de crianças com necessidades educativas especiais.

Abstract

In the old days, inclusive education in Brazil was treated distinctly from Regular Education. Since the Special Education modality in Brazil was sanctioned, through the Law of Directives and Bases of Education / LDB (No. 9.394 / 96) (BRASIL,1996) it has been setting and expressing itself in the sense of elaborating a National Policy on Special Education in the perspective Inclusive Education (PNEEPEI) (BRASIL, 2007). With advent of Educational Policies and Laws that given more improvements in the teaching-learning process, the equality of treatment and inclusive education to children with special educative needs was recognized. The present paper discussed the subject of Inclusion and had as general goal to analyses how the process of inclusion occur in the first years of Elementary school of children with special needs at a regular school in county of Sousa city-Paraiba. For the theorical support was made a bibliographical study based in texts from: Mantoan (2015, 2013,1997), Mittler (2003), Oliveira (2011), Prieto (2011), Rodrigues (2006), laws and documents that sustain the discussion about issues of inclusive education. The procedures used were: field study and documentary. Data collection was done though a semi- structured interview involving three individuals: a pedagogical coordinator, an occupational therapist and a teacher of Educational support Services class (AEE), and also through documentary analysis of the municipality. Studies undertaken show that Inclusive education faces great problems with its Implementation in the school setting, and that despite the advances it is possible to highlight in the currently days that we can come across with excludentes educational settings. Furthermore, to do an inclusive education there are many others barriers to be overcome, for instance, the pedagogical, the lack of adequately trained teachers as well as skilled professional of Brazilian Sign Language (LIBRAS/ LSB) to support the students with special needs (Deafness and hearing loss). Yet notice also a lack of architectural accessibility and the need for more Specialized classes (AEE) in the municipal schools, considering that the number of these classes is reduced. Thus, considering the increase in children and young people with special needs it is necessary that the local government invest in teacher and professionals training in special educational needs to attend perspectives of inclusive education.