<b>Social support in the inclusion of children with special educational needs: the professors´ perspective</b> - DOI: 10.4025/cienccuidsaude.v8i1.7769

Abstract

It is believed that the damage in relationships, as well as in access to social spaces, may have its effects minimized by means of social support (whether emotional, informational or material). Considering the reality of children with special educational needs, the strategies of inclusion earn reinforcements in the recovery of informal links and relations offered by networks of social support. This study aimed to investigate the perception of teachers who work with children with special needs, about the social support provided to them that favours the inclusion of these children in regular schools. It was used the qualitative approach, together with the semi-structured interview as a technique of data collection, applied with eight teachers from public schools of the city of Fortaleza-CE. With the results, it was found that the informants receive, even minimally, the three types of social support. The informational support was mentioned as information provided by health professionals and institutions, while the emotional and material support comes from school and family or it were not mentioned. It was concluded that, in the reality of the child with special needs, the inclusion in regular schools, more than the adequacy of physical spaces, requires efforts to change the configuration comprising the networks of social support.