School inclusion: deficiencies and challenges of training and professional practice

Abstract

Based on the proposals that enable the access and retention of students with special educational needs (Nees) in regular education, promulgated by national and international laws, that discussion of inclusive educational activities, earn forum, and also triggers the needs and challenges in consider implementing a school welcoming to all students alike. Thus, this study interested in the dilemmas and challenges surrounding the issue in schools Alfenas / MG, launched aimed at characterizing the professional preparation of teachers with regard to aspects of initial and continuing training, as well as knowledge of legal and surrounding the legal inclusive educational policies. This study involved a sample of 60 teachers, two schools operating in a network of municipal and other state network of a city in southern region of Minas Gerais / MG. To collect data from teachers, was used as a research tool a questionnaire that was analyzed quantitatively. It might be considered that in general, teachers have appropriate education about the undergraduate and postgraduate, 51.7% of the sample points have conducted specific training courses for inclusion, however, 84.5% sample consider themselves unprepared for this process, as well as in relation to knowledge of laws, one can show that a significant portion shows not know the specific laws surrounding the issue. Thus, we conclude that there is a need for questioning both the quality and effectiveness of courses of initial and continuing training offered to teachers.