THE SCHOOL’S KNOW– HOW ABOUT INCLUSIVE EDUCATION

• Autor(a) principal: Miranda, Cleusa Regina Secco
• Data de Publicação: 2012
• Outros Autores: Marquezine, Maria Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16110
• topic: Education; Special education; Inclusive education; School’s knowledge; Educação; Educação especial; Educação inclusiva; Saberes da Escola

The initial motivation for this research came from the questions and assumptions about the process that involve the inclusion of students of the regular education system who bear learning problems. The study aimed at unveiling the knowledge that the school had acquired after it’s experience with the process of inclusion of such students. A qualitative case study research  was conducted at an elementary public school and it was based on a theoretical approach about inclusion, especially concerning the educational aspect of the matter. The information was collected through semistructured interviews. Ten professionals who were working at the school and had had a previous experience with students of the regular education system with learning problems took part in the research. Data collected on the analysis plan were then discussed based on the identified categories, which showed a singularity that seems to exist in the context of implementation of the inclusive proposal in each teaching institution. The process itself, and based on the Inclusive Education principles, can be built and learned by the school community as a whole, and is especially affected by the know-how of the professionals involved