As dificuldades do professor de matemática na inclusão de alunos com necessidades educacionais especiais

Abstract

This paper addresses the difficulties faced by mathematics teachers in the process of including students with disabilities in regular classrooms. School inclusion is a fundamental right that demands adapted pedagogical practices and adequate preparation of educators to meet the individual needs of students. However, many teachers face significant barriers, such as lack of specific training, insufficient pedagogical resources, and the absence of adequate institutional support. These challenges directly impact the quality of teaching and the effectiveness of inclusion in the educational context. The most common challenges faced by teachers in the inclusion of students with disabilities involve the lack of specific training to deal with differences, the prevalence of a clinical approach, difficulties in the organizational structure of the school, and the lack of support networks. In this scenario, the importance of improving teachers' social skills in the educational context and family support and their presence in the school environment is highlighted, since training them in this aspect can be an effective strategy to promote the inclusion of students with disabilities in a meaningful way