| dc.description.abstract | This research has as its theme the teachers' conceptions of the Federal Institute Farrukhabad, Campus Saint Augustus, on the inclusion of pupils with special educational needs. The research conducted is qualitative, using data collection semi-structured interviews, and the data collected subjected to content analysis. Investigated the conceptions of ten (10) teachers and three (3) managers about the inclusion of students with special educational needs in the school's Campus Saint-IFF Augustus. It seeks to be a contribution to teachers, administrators and students in order to make available data collected and analyzed. From this purpose, the text answers the following questions: what is the conception of teachers Federal Institute Farroupilha about the inclusion of students with special educational needs in secondary school? What actions are being taken in this regard? Teachers and administrators conceived inclusive education under different approaches, with definitions that now approached the principle of integration, sometimes referred to inclusive education. Are in the process of building a more democratic and inclusive school, seeking to provide a quality education for all students. Among the difficulties indicated for effective inclusion, referred to the lack of teacher preparation and specialized training. As suggestions are highlighted the need for continued education beyond what is provided, the greater number of professionals with technical and pedagogical training in the area of inclusion to give direct support to the teacher and the student, teacher change design, acquisition of learning resources as the need of the students. The data have identified several aspects that could subsidize the effectiveness of inclusive education that aims at teaching institution. | |
