CASIMIRO, E. G. P.; http://lattes.cnpq.br/6534138510586647; CASIMIRO, Edna Gomes Pedrosa.
Resumen:
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.