A inclusão no caso de alunos com deficiência física publicizada na Revista de Educação Especial da Universidade Federal de Santa Maria

Abstract

In this paper we aim to investigate whether the theme "Inclusion of students with physical disabilities in institutions of Regular Education" has been approached in the publications of the Special Education Journal (REE) of the Federal University of Santa Maria (UFSM). The main objective of knowing and understanding the difficulties and potentialities of the inclusion of these students in regular education. We conducted a documentary research, having as proposal the analysis of the titles and abstracts of the works published in the Special Education Magazine (REE) between the years 2006 to 2016. At first, we searched the works on the web site of the magazine on the web. Thus, the cut of the research is delimited to 11 volumes of the magazine, 30 editions (27 to 56), with a set of 343 titles analyzed, being 101 selected. Subsequently, we read their summaries in order to verify if the papers with selected titles actually contemplated the physical disability. Thus, our corpus of analysis consisted of 3 papers. In a second moment, we analyze the empirical information through the Discursive Textual Analysis (ATD) proposed by Moraes and Galiazzi (2011) in two stages: 1 unitarization and categorization of the titles and abstracts of the works; 2 unitization and categorization of the complete works in full. In these two moments of the process, three final categories were constructed, and we opted to discuss and theorize about only one of them, that is, "Teaching Practices and Initial and Continued Teacher Training for the inclusion of people with physical disabilities in regular education", In order to know more about the difficulties and potential of teachers when working with people with physical disabilities, and thus to be able to list considerations about them. In the journal it was possible to conclude that little research has been done on the inclusion of people with physical disabilities in Regular Education. Thus we discuss the need to understand the Special Educational Needs (SEN) of this deficiency, and mainly to prioritize teacher training, which mobilizes greater discussions and actions in favor of the educational inclusion of people with physical disabilities.