Educação inclusiva: desafios e caminhos a serem percorridos pelos professores para alcançar bons resultados

Abstract

This study aims to help beginning teachers to put inclusion into practice in the classroom, as teachers, when they complete their degrees in undergraduate courses and begin their professional lives, encounter difficulties when faced with inclusion students in the classrooms. Situations like this are common in everyday life; currently, most undergraduate courses do not prepare teachers to face the diversity of a classroom. Through bibliographical research, the aim is to create a didacticpedagogical guide through a compilation of data, information and concrete examples of activities, teaching materials and pedagogical adaptations that help these professionals put true inclusion into practice. However, observing the real importance of professional support for education professionals who will be directly linked and working side by side with the included students is what makes and will make a total difference, since the preparation to receive them and even Measures taken in certain situations will provide the opportunity for this student to have a quality education without differences and losses due to their singularities. Being able to have an impartial look, aiming to see the individual qualities and difficulties that those included present is important and even more necessary is knowing how to handle and optimize such information so that real quality learning can take place.