Inclusão escolar: desafio da educação especial e a escola

Abstract

The right to inclusive education is guaranteed by official documents in order to offer access to the target public of special education, regardless of their personal, physical or mental conditions. The research entitled "School inclusion: the challenge of special education and the school" sought, in a general way, to understand the challenges of inclusion in a municipal school and, specifically, to observe the difficulties and challenges of inclusion in school, to verify pedagogical practices , and the students' learning outcomes of inclusion in a school in the municipal network of the city of Manaus. We observe this process more intensively during supervised internships, in which we intensify our focus on the inclusion of students with special educational needs. The questions that guided the present study were: a) Are public school teachers prepared to serve the students of inclusion?; b) do schools work in an inclusive perspective ?; c) what are the challenges and difficulties encountered by the school? d) How does the teaching and learning process of these students occur? The research is theoretically based on the authors Mantoan (2003), Carvalho (2012), Ropoli et.al (2010) Mazzotta (1995). It is, therefore, a qualitative research, with a phenomenological approach and uses as methodology data collection, participant observation, semi-structured interview, bibliographical and field research. The research, therefore, points to advances in inclusion policy, but presents the challenges in the aspects of continuing education of teachers that seek to adapt pedagogical practices in order to meet the students with special educational needs.