Abstract

GARUTTI, Selson  and  TOZO, Rosemara. Inclusão de alunos com necessidades educacionais especiais no sistema regular de ensino fundamental: a formação docente em ciências biológicas. Educ. Puc. [online]. 2009, n.26, pp.101-110. ISSN 1519-3993.

The lack of capable professionals in the area of Special Education excludes students with special needs from the conventional classrooms, making socialization difficult. For this reason, the proposal for inclusion constitutes a real challenge to educators. Social inclusion is the process whereby society adapts to include in its social systems people with special needs; simultaneously, people with special needs get ready to assume their role in society. The goal of this article is to identify, through descriptive research, the perception of the Biological Science students who are being trained at Maringa Center University, on the inclusion of special needs students in regular classes. The research focused on first and forth year students in Biological Science course. These two levels characterize two important phases in an educator training: the initial and the final phases of the course. We concluded that the situation is worrisome - future educators lack training: 50% of the students feel unprepared and 31% feel insecure about dealing with special needs students. Most students interviewed expressed a medium degree of interest in working with special needs students, and 43% indicated that training on special needs during the course is minimum. Considering how important social inclusion is for an individual’s socialization, teacher training is essential in this process.

Keywords : Special Education; Teacher Formation; Degree in Biology; Socialization.

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