Formação de professores para uma educação inclusiva

Abstract

The inclusion of education has been going without a systematic planning that goes far beyond the classroom. Have you forgotten that the paradigm of inclusion that defines educational schools need to be rethought and reorganized in order to accommodate all aspects of human diversity. Normally we are used and were prepared to work with students called "normal", the inclusion of these students in regular education consists of a curriculum change in the base giving opportunities throughout the educational process, such as the use of aid and special services generally available in the school routine. This research aims to identify the difficulties encountered by teachers in order to develop an inclusive education. For that an interview was conducted with four teachers working with students included, the final grades of elementary education in state schools. In the search for answers to the problem presented, we developed a qualitative research. The interview was applied to the teachers developed to understand the relationship of the teacher with the difficulties regarding the practice of inclusive education. As a methodological strategy, an analysis was made of the responses. Thus, teachers have not yet registered some skills to manage the obstacles encountered in everyday classroom and difficulty in differentiating instruction for students with special educational needs. Based on research, it becomes apparent that the lack of training undermines the success of inclusion.