A inclusão de alunos com necessidades específicas em salas de aula do ensino fundamental e médio em uma escola do município de Medianeira - Paraná

Abstract

This research proposed, through a case study, consider the issue of inclusion of pupils with special needs in a public school, where it was intended: i) define the profile of teachers and teaching staff working with students with special needs; ii) see how the teacher assesses students with special needs; iii) determine whether teachers have training in Inclusion and/or Special Education. The survey was conducted in a college of state schools in the city of Medianeira, PR, with the participation of teachers in primary and secondary education and teaching staff. For data collection questionnaires were used, one specific to teaching staff and one for teachers. The results revealed that in teaching the college team dominates the females, aged between 31 and 40 years, all with higher education completed in Pedagogy, varied professional experience and no Graduate Course on Inclusion and/or Special Education. Among the teachers, the majority were female, aged between 20 and more than 45 years, all completed undergraduate and 05-10 years of professional experience in the classroom. Only a low percentage of these have training in the area of Social Inclusion. From the standpoint of evaluation adjustments, the relaxation was present, where teachers said they used them according to identify the needs of each student. However, it was found that for Inclusion does occur in schools, changes are needed in the education system, which should gain priority attention, teacher training, the development of various materials to guide the teaching and other professionals education and educational policy that provides sufficient resources to ensure a satisfactory and quality education to students with special needs.