The pedagogical practice of regular education teachers with students with special educational needs

Abstract

Inclusive education stands out as a challenging element in the democratization of education and guarantees the right of students with special educational needs (SEN). The present study aimed to investigate the pedagogical practice of a group of teachers at regular education plus students with SEN, from knowledge of the education conditions, teachers formation and partnership with special education services. This work included the participation of 17 teachers, with a mean age of 30, who teach in regular education schools and had students with SEN in their classrooms. The contact with participants was realized through of a teaching activity, research and extension, which occurred at the Federal University of São Carlos. The teachers answered a questionnaire composed of 10 open questions, four related to your formation and six on their experience in school inclusion process. The reports showed: the lack of specific content on special education, insufficient number of special education teachers to meet the demand of students with SEN, the need to investigate how the evaluation has been designed and implemented in the context of inclusive education. On the other hand, most teachers investigated performs curricular adaptations and point out benefits in their relationship with the special education teacher.