DANTAS, Helena de Oliveira.
Abstract:
The inclusion of students with disabilities in regular schools is a proposal of inclusive education, and has sparked a series of debates in the Brazilian educational field, such a proposal is contrary to the traditional model of schools. The impact of inclusion brings us many questions, considering that this idea is relevant and at the same time challenging. Even supported by law, does not condition, support and investment required for their development as advocates the principle of inclusive education a school for all, quality education and equal rights. The aim of this study is to identify the specific context of the school as the inclusion occurs in practice and what you think the school community on this process. To develop this work we opted for a qualitative approach, carried out from a field study which investigated part of the school community: administrators, faculty and staff of the Municipal School for Primary Education, in Frei Martinho-PB. Used as instrument of data collection questionnaires and observation through daily field inside and outside the classroom, at the time of the interval. The results show that most of the school community still does not know for sure the concept of inclusion confused with integration difficulties identified were: the lack of teacher training, a specialized professional, and diagnoses of students with disabilities is still a barrier to be overcome, the lack of specific training for teachers working in primary education, but also a lack of specialized professionals.
