Os desafios encontrados pelos professores na efetivação de uma sala de aula inclusiva no ensino regular

Abstract

The article aims to analyze and discuss studies on the effectiveness of an inclusive classroom in regular education with effective learning conditions and development of the potential of students with disabilities. It addresses the inclusion of students with disabilities in regular education as well as what is important in the process of implementing inclusive classrooms. The research is based on the study of some authors such as Dutra (2008), Montoan (2015) and Fávero (2004) and also laws, to be highlighted LDB 9393/9, Civil Code and Constitution of the Federative Republic of Brazil (1988 ); Decrees such as No. 3,298 of 1999; Conferences; Declarations such as the Declaration of Salamanca (1994) and the World Declaration of Education for All (1990); Conventions such as the Convention on the Rights of Persons with Disabilities (2008) and the Convention of Guatemala (2001) and institutions dealing with the theme mentioned here, among other references that are present throughout the study. Everything indicates that the inclusion of students with disabilities in the regular classes of education implies in having the definition of what is the inclusion from the educational policies and to analyze if there is inclusion of students with disabilities from the perspective of authors who research this subject; To discuss initial and continuing teacher education, as a guarantee of access to the teaching-learning process of students with disabilities; And to know about research related to a quality education regarding the diversities in regular education. Thus, it is concluded that the inclusion in regular rooms of these students is fundamental in knowing and recognizing the quality of the education offered in schools, so that it is necessary to study the elements that trigger discussions on this theme and what perspectives are envisaged By those who seek to allow an effective formation of the human being.