Inclusive education: limits and possibilities of the work between special education and the regular school
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog18.03020207Keywords:
collaboration between regular and special education; special education; inclusive education; special educational needs; multifunctional resource roomAbstract
The construction of inclusive schools was constituted in the twentieth century in a transcendent ethical imperative to be developed by all education systems, demanding continuous, permanent and collaborative work among professionals of Special Education (EE) and regular one, in order to achieve a structured work on the form of community, having as its pillars a dialectical relationship between special and regular education. The objective of this research was to understand the work developed among the regular education teachers together with the professors of the Multifunctional Resource Rooms (MRR) in relation to the students with special educational needs enrolled in the groups. The research has an exploratory and qualitative approach, with the participation of three regular teaching professors and two of MRR. The methodological approach was carried out through bibliographical research and field work. The data was collected in two state schools in a city located in the interior of the State of Minas Gerais, in Brazil. The instrument for collecting the data was a semi-structured interview. The method of data analysis was Bardin content analysis. In conclusion, there was an absence of collaborative work among the teachers of the regular school and the MRR, in addition to the training by the regular education teachers to attend the students with SEN. The need to implement truly inclusive and effective practices for students with SEN was observed.
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