The inclusion of pupils with special educational needs in Early Stimulation age into the regular classroom environment, at Nursery Schools, of an average municipality Vale dos Sinos

• Autor(a) principal: Loose Pereira, Luciana Cátia
• Data de Publicação: 2012
• Outros Autores: Grave, Magali Quevedo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/2820
• topic: Early Stimulation; Inclusive Schooling; Nursery School.

Inclusive education in Brazil has been widely discussed in all areas of the educational. The inclusion of pupils with special educational needs (SEN) in mainstream schools is increasingly frequent, though still many aspects need to be rethought. This work aimed at checking how the subjects with SEN in Early Stimulation age, from zero to three years and 11 months are included into the regular classroom environment, at Nursery Schools, of an average municipality - Vale dos Sinos. This work involved a cross-sectional survey of quantitative and descriptive statistics. The data collection was carried out directly from a structured questionnaire with open and closed questions, directed to all principals of the thirteen Nursery Schools in the referred municipality. From the thirteen schools of the municipality only one did not take part of the research since there was no enrollment of children with special needs there, totalizing 46 children in processes of educational inclusion. From those, twelve children (26.8%) were benefited with an Early Stimulation service maintained by the Association of Parents and Friends of Exceptional Children of that referred municipality, Thirty children (65,2%) enrolled in school at the initiative of his own family e four children (8%) by intervention of the Wakefield council. In this sense, we believe that the professionals of the Early Stimulation have the responsibility of promoting and conveying its importance and, mainly, the benefits of Early Stimulation for the whole development of individuals, as well as its contribution to a process of inclusive education.