Percepção dos professores e uma escola municipal de João Pessoa sobre a inclusão escolar de alunos com deficiência
This study deals with the design of the teachers on the inclusion of disabled students in the regular school system, to both reflect on the trajectory of people with disabilities education since the beginning of mankind plotting major milestone and achievement on the subject. For the research it was interesting to investigate the profile of teachers and their conceptions upon receiving a disabled student in your classroom and how it has developed to include this student. For a long time the schools were tied in exclusive paradigms which separated "normal" children said children who had an abnormality. After the Declaration of Salamanca in 1994 schools are challenged to make the inclusive school, where behind the principle that all children should learn together, regardless of difficulties or differences. A major challenge for Brazilian schools, which can only be effected with the participation of professore involved, but not always these teachers are specialized or prepared to deal with the differences in the classroom so that they can develop the skills that student. However it is important that the disabled student is respected, it is not just entered the school Ambienta, but promoted the full development and inclusion of this student. The survey data were collected through questionnaire, after analysis of the elements found that a portion of the network regulates teachers are not or do not feel prepared to develop teaching strategies that values differences so that they can effectively offer inclusion.
PESSOAS COM DEFICIÊNCIA (PCD), EDUCAÇÃO INCLUSIVA, EDUCAÇÃO ESPECIAL, FORMAÇÃO DE PROFESSORES
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