In/exclusive operations and concepts of regular Alfenas and Araras teachers

Abstract

The objective of this study is to analyze the preparation, action and concepts of regular teachers about school inclusion of students with special educational needs in Alfenas (Minas Gerais State) and Araras (São Paulo State). The study had 50 teachers from public schools in both cities as participants. To collect the data we applied a questionnaire with closed and open questions, which were analyzed on both quantitative and qualitative terms. The results indicate that, in general, teachers point out not having training, preparation or professional assistance to work with these students, however, the results are more alarming when we note that a representative number of the sample indicates that he/she does not consider to be his/ her responsibility and competence to develop educational practices with students with special educational needs in mainstream schools. We conclude that the training processes, of resource offering and partnerships, can only be sized when moving into a new professional setting, which allocates regular education teachers as protagonists and holds them responsible for the inclusive education of students with special educational needs in schools.

Keywords: inclusive education, special educational needs, regular teachers.