SciELO - Scientific Electronic Library Online

 
vol.21 número1Protocolo de Observação do Desempenho de Crianças com Deficiência Física: Construção, Aplicação e Análise de Dados índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Compartir


Revista Brasileira de Educação Especial

versión impresa ISSN 1413-6538

Resumen

MATOS, Selma Norberto  y  MENDES, Enicéia Gonçalves. Teacher Demands Resulting from School Inclusion. Rev. bras. educ. espec. [online]. 2015, vol.21, n.1, pp.9-22. ISSN 1413-6538.  https://doi.org/10.1590/S1413-65382115000100002.

After implementingpublic policiesforschool inclusion, the number of students with special educational needs in regular classes has increased. This fact has helped to compose the picture in schools in whichthe limitations and contradictions of the Brazilian educational system have appeared. Educational actors and authors are challenged to build knowledge capable of responding to the demands of daily school related to living together and learning in diversity. Since this inclusive process is new to schools, the study aimed to analyze teacherdemands in the school inclusion context. The research was qualitative and exploratory, and the participants were six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education. Data was collected using the participant observationtechnique, a field diary, semi-structured interviews, questionnaires, and the discussion of the data was carried out through analysis of content. The results indicate that there are achievements and contradictions in the reality of schools that assign themselves as inclusive schools; there have been advances and limitations resulting from municipal policies; the model of performance of the group of special education, in the analyzedcontext, may be revised or expanded; and teachers have demands with regard to public policy, training, and issues to be raised with psychologists.

Palabras clave : Special Education; School Inclusion; Teacher Demands.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )