Os professores e os desafios da inclusão de estudantes com necessidades educacionais especiais no Ensino Fundamental I

Abstract

Teachers and the challenges of incluing students with educational needs, this work is a qualitative research, which sought to analyze the per ceptions of teachers when students with disabilities, in a school in Macapá, in order to identify the actions and challenges caced by them in the classrom, to deal with these students and their specificity. Intervienws, questionnaire were used as a research instrument carried out with teachers from the regular classrom and a teacher from the Specialized Care –AEE classroom, in a state school institution in Macapá. We realize that, even with the statement by Salamanca (1994), even today, special education is treated by some neglect and in a certain way neglected, and is presented largely in forms of interaction and without further depth, thus highting prejudice in teaching school is fundamental I. I analyzed the information that is increasingly inserted in the regular school, in turn, we emphasize that teachers to deal with the presente situations when including students, they still experientes , they still experience difficulties, despite seeking pedagogical activities to develop in children a learning process that was not achieved, thus the role of the teacher is to seek to promote the interaction of students with colleagues and with the entire school contexto, transforming their needs into equality.