Abstract

MORI, Nerli Nonato Ribeiro. Education and inclusion in primary schools: preliminary analysis. Sér.-Estud. [online]. 2014, n.37, pp.247-261. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2014-v.37(17).

Brazilian policy for special education within the context of inclusive education was established in 2008. Henceforth there has been a wide inclusion of students with deficiencies and with development disorders or highly gitied children. How is the process being managed? How are the principles and determinations of guideline documents on inclusive education being managed? A research on basic education and inclusion has been undertaken in five Brazilian regions. Data were collected by a survey with 1200 teachers; later a field study with the direct observation of activities and interviews with professionals and teachers of Multifunctional Resource Classrooms and administers of 15 schools in the five Brazilian regions were undertaken. Results show that, besides the right for access, a huge chasm still exists in practice to effectively materialize educational practices for the specificities of children with deficiencies and who do not meet the established standard learning and development.

Keywords : Special Education; Inclusion; Learning.

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