Abstract

CAFE, Alessandra Santana Midlej  and  WUO, Andrea Soares. Attitudinal barriers in special education: the teacher's perspective. OlharProfr [online]. 2025, vol.28, e24838026.  Epub Apr 28, 2025. ISSN 1984-0187.  https://doi.org/10.5212/olharprofr.v.28.24838.026.

Inclusive education seeks to ensure access, retention, and learning for people with disabilities in various educational settings. However, the school environment often encounters attitudinal barriers that hinder the inclusion process. This study aimed to analyze the understandings of teachers working in Multifunctional Resource Rooms (MRRs) regarding their role in overcoming such barriers. A qualitative, exploratory field study was conducted using questionnaires and interviews with MRR teachers in middle schools in the municipality of Ilhéus, Bahia. The findings revealed that, through interactions with mainstream classroom teachers, MRR teachers play a key role in addressing attitudinal barriers by promoting understanding of the needs of students with disabilities and fostering inclusive practices.

Keywords : Inclusive education; Educational policies; Access to education..

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