Inclusão escolar de alunos com deficiência intelectual no ensino regular: depoimentos de professores

Abstract

This study refers to the educational inclusion of students with intellectual disabilities in Londrina - Paraná, according to testimony from four teachers of municipal schools. The objective of this study was to systematize and analyze the performance of these types of teachers from 1st to 5th year of the mainstream of what actually happens in the classroom with the deaf student rights - the possibilities and difficulties, adjustments, material support and specific courses for professionals from the public, for the care of students with intellectual disabilities in regular education. This dissertation is composed of two chapters. The first, on the theoretical foundation is on education of children with intellectual disabilities with data from the historical relations of special education in Brazil, its characteristics and conceptual changes, to the proposal of inclusion of students with intellectual disabilities in regular education. It also describes data on intellectual disabilities, their characteristics, the question of diagnosis and assessment and placement of educational assessment in accordance with the CIF, as opposed to physician placement in accordance with the ICD. In the second chapter highlights interviews with teachers in the municipality of the regular education with a data collection was performed from August 2008 to June 2009, and with the consent of research subjects, the interviews were recorded. The data were analyzed based on the categories listed in the schedule of the interviews and organized in the framework of convergence and divergence in relation to work performed in regular education with students with intellectual disabilities. Data were collected from four teachers of municipal schools, which make the process of inclusion in your classroom. The analysis showed ways of working to somewhat in municipal schools that follow or should follow a standard procedure for the inclusion of students with intellectual disabilities in the classroom, the schools surveyed. A big surprise was the unpreparedness of teachers to see the students with intellectual disabilities in regular education.