Special educational service rooms in Paraná's public education regular network: challenges, limits and possibilities of the inclusive paradigm

Abstract

This study sought to promote reflections on the challenges, limits and possibilities of inclusion of students with special educational needs in the regular school system, on the premise that the rooms of specialized educational services constitute as facilitators of inclusive process in mainstream schools, highlighting the role of the educator as a mediator of this process, since the legal framework inclusion is an inherent element to the social right education, basing on principles of social justice. This research presents empirical data qualitatively collected in public schools in the metropolitan region of Curitiba, from information provided by the Special Education Coordination of the municipality, complemented by semi-structured questionnaires with specialist teachers, showing that the rooms, they have great importance in promoting inclusion, in order to guarantee effective access to the right to education; concludes, therefore, that it is necessary to promote the breakdown of exclusionary and discriminatory practices, prioritizing the emergence of a real inclusive paradigm; in this study we emphasize still the peculiarity of the state of Paraná, which considers clientele of Special Education as federal determination, students with disabilities, pervasive developmental disorders, high ability, and by state regulation, extends its service to students with specific functional disorders.