SCHOOL INCLUSION FROM THE PERSPECTIVE OF THE SPECIALIZED TEACHER

• Autor(a) principal: Carneiro, Relma Urel Carbone [UNESP]
• Data de Publicação: 2022
• Outros Autores: Pedroso, Cristina Cinto Araujo, Santos, Denise Cristina da Costa Franca dos [UNESP]
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.21723/riaee.v17i4.17454; http://hdl.handle.net/11449/245303
• topic: Special Education; Inclusion; Specialized teacher; Specialized educational attention

The study aimed to analyze the work developed by the specialized teacher in a context of transition of the role of Special Education from a substitutive model to a complementary model. The development of the research followed a qualitative approach of descriptive type. For data collection, we used the focus group technique. The data showed resistance from the participants in accepting the right of the special education student to study in common environments and also that the Special Education performance, in most cases, continues to be substitutive and compensatory, maintaining the exclusion. The data indicated that the history of Special Education as a parallel service is still very deep-rooted in the school environment, being legitimized both by specialized teachers, teachers of common classes and educational managers. In summary, in Brazil we still do not have a school for special needs students that overcomes the weaknesses of the common school and the specialized institution.