Abstract

SILVA, Naiane Cristina  and  CARVALHO, Beatriz Girão Enes. Understanding the Process of School Inclusion in Brazil from the Perspective of Teachers: an Integrative Review. Rev. bras. educ. espec. [online]. 2017, vol.23, n.2, pp.293-308. ISSN 1980-5470.  https://doi.org/10.1590/S1413-65382317000200010.

Inclusive education guarantees, by law, the right to receive all children regardless of their physical, intellectual, social, emotional, language conditions, among others. This study is an integrative review that analyzed the national publication content from January 2011 to April 2016 to understand what the facilitators and the limitations of the process of school inclusion in Brazil are from the teachers' view. After systematic search in SciELO, LILACS, Web of Science, ERIC, Gale, UFLA, IBICT and Unicamp Libraries System, with the key words: Special Education, Teacher and Brazil*, 16 articles were retrieved and read in their entirety. The results and discussion were presented in five categories: 1) views on the resources and strategies used in teaching; 2) special education policy and training offered by the government; 3) conceptions of the teaching-learning process; 4) the arising gaps in the initial training of teachers; and 5) the need to know the specificities of the student. Thus, this study points to the factors that interfere in the process of school inclusion, highlighting the lack of teachers' knowledge on the inclusion policy, and on the capabilities and limitations of the student regarding disability and personal interests, lack of resources offered by the government for the execution of their actions, and the lack of skilled professionals in the field of special education to support the teachers. Further studies are suggested on the effective contributions of professionals from other areas for structuring resources and strategies to support educational practice.

Keywords : Special Education; Inclusive Education; Teacher Training.

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