VENI University

0599

DIPLOMATE

Use this identifier to quote or link to this item:

Type: Dissertation

Title: THE ROLE OF THE TEACHER IN THE PROCESS OF INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN REGULAR EDUCATION: TRAINING, CHALLENGES AND POSSIBILITIES

Title: O PAPEL DO PROFESSOR DIANTE DO PROCESSO DE INCLUSÃO DE ALUNOS COM NECESSIDADES EDUCATIVAS ESPECIAIS NO ENSINO REGULAR: FORMAÇÃO, DESAFIOS E POSSIBILIDADES

Author(s):  Pereira de Queiroz Nunes, Zenilda

Author CV

Advisor: Araújo de Lucena, Everaldo, PhD

Advisor CV

Date of document: September, 22-2023

Abstract:

A teacher has a primordial function in the life of the individuals, not only in what concerns their intellectual formation, but also the social formation of these subjects. They are fundamental in society, especially as regards the inclusion of individuals with special needs in the school environment. This research aims to address the topics related to the teacher's practice in the process of inclusion of students with special educational needs (SEN), emphasizing the importance of continuous and specialized training in order for the teacher to act effectively in the inclusion text of the students, understanding also the yearnings, desires and challenges of the teachers in the school routine. At this point, it is important to prepare teachers for the reception, appreciation and respect for differences, which requires continuous and specialized training in order to provide the means for inclusion and for the students to be attended by an education of quality that values them as human subjects and learners by all who are part of the school community. The research is of an exploratory nature, carried out through a bibliographic review, for which authors were used: Alves (2003), Barroso (2003), Beyer (2005), Costa (2010), Brazil (2012), Mantoan (2006), Perrenoud (2002), among others that deal with the theme under study are reviewed and used as a theoretical contribution. In addition, a semistructured interview with professionals working in the school universe was applied to collect data, with two municipal schools in the city of Piancó - PB participating in the sample. The analysis of the content revealed that the continuing education provided to the teachers investigated did not match the model of inclusive education, since there is still resistance from those who make the school community understand and play its role in this context. It was also observed that schools are inserting these students without supporting the teacher's practice, but also have structures that do not favor the learning and permanence of students with special educational needs in regular education.

Keywords: Teacher Training. Accessibility. Investment.

Files associated with this item:

To authenticate this certificate, enter the TRACKING NUMBER  shown on the back of the certificate, just after the qr-code.

Authenticate Certificate