Ação docente em salas de aulas regulares na educação especial e inclusiva

Abstract

This work aimed to analyze the level of training, including specialization, in teaching in regular classrooms in serving students with special needs, in addition to analyzing the possible barriers and difficulties faced in regular classrooms. This inclusion is a right guaranteed by law, achieved over time by families and which the school has sought to implement, but is still undergoing physical and institutional transformations to achieve this. The work in question was composed of bibliographical research that analyzes different thinkers, legislation, data collected in academic works published on the main digital academic platforms with some experiences of teachers in regular classrooms that serve students with special needs. As a result, it was found that the level of academic training can be improved in university curricula and continued training at a specialization level is not yet adequate in proportion to the reality of inclusion. Furthermore, barriers and difficulties can be overcome and alleviated with joint action involving the state, in guaranteeing adequate physical conditions and qualified health care, the school's integral body, involving everything from janitors to directors, teachers and other service providers, and, also, families, in order to provide integrated knowledge for the effective performance of pedagogical actions to guarantee the inclusion and development of the teaching-learning process of the educational skills of students with special needs in regular classrooms.