Educação especial e inclusiva: os desafios da prática docente na educação infantil

Abstract

This study aims to identify the challenges that early childhood education teachers have been facing with the process of educational inclusion. The general objective is to identify the challenges reported by teachers who work with early childhood education students, from the perspective of Inclusive Education, through a bibliographic review. The proposed methodology was developed through a qualitative approach with descriptive characteristics. The data was collected through a search in highly credible databases: Google Scholar and Scientific Electronic Library Online (SciELLO). To select the articles, the key words were used: Inclusion, Challenges, teachers, Early Childhood Education. The results indicated the challenges faced for the qualification of teaching and learning in Early Childhood Education and for the constitution of the inclusion process: schools that are not adequately prepared for these students, lack of teacher training, lack of pedagogical resources, attention from government, lack of family support and lack of student diagnoses, among others. Each student's way of learning is related to their disability or Special Educational Needs, as every child has mechanisms, limits and time to learn. Keywords: Inclusion; Challenges; Teachers; Child education.