Dificuldades e desafios dos docentes na educação especial e inclusiva

Abstract

The present work aimed to analyze how the process of training teachers within the scope of special and inclusive education takes place, as well as the difficulties and challenges faced by them. In it, public policies for school inclusion were described; as well as alternatives in inclusive training for unprepared teachers. From a literature review, we could expect that such policies project new teaching practices. The aim was to understand the specific educational needs of students, adapting teaching methods to meet these specificities; pointing out the challenges and difficulties most faced by teachers in the insertion of inclusive education. Through the entire survey and analysis of the data presented here, it is concluded that there is a need for teachers to know the types of disabilities, developmental disorders, high abilities and their concepts, characteristics and possibilities for pedagogical work. Such knowledge is of great value, however, it is necessary to consider the dimension of the subject who presents these differences within the school environment, which must be, above all, an environment of social formation.