Mixed groups of disabled and non-disabled children and the teacher’s role in children’s education

Abstract

This article discusses the interaction between children with and without disabilities in the two last years of two mixed Early Childhood Education groups from a private school in the city of Porto Alegre, Rio Grande do Sul, Brazil (ages 5-6). Drawing from field observation, the article proposes some reflections on the interaction between children at school and the role of adults in some interactions witnessed by the researcher. This article presents part of the results of research done for a doctoral dissertation. The research is qualitative and makes use of semi-structured interviews and observation records from the researcher’s field diary to compile the data analyzed. The data analysis points to benefits from the interaction between children with and without disabilities. By interacting in mixed classes, children with disabilities develop through the imitation of the behavior of children with typical development. Children without disabilities learn to tolerate differences, becoming more open to diversity. The teacher’s role is essential to ensure that those interactions contribute to the learning and development of children. Preschool education is an important step for the development of social skills and the perception of otherness.