The perception of teachers from a public school in Lauro de Freitas-BA on the learning of students with intellectual disabilities

Abstract

For students with intellectual disabilities to be included, it is up to the teacher to recognize their potential, that is to understand that their condition does not prevent them from learning. To this end, it is necessary to design pedagogical practices that take this into account. This is because there is a need for a differentiated view of student learning in order to favor the teaching-learning process. In this way, this article analyzed teachers' perceptions of the learning conditions of students with intellectual disabilities. This is a case study with a qualitative approach; in which six teachers from the public school system in Lauro de Freitas (BA) took part and a semi-structured interview was carried out. The data showed the limiting view attributed to students with intellectual disabilities. The participants consider the potential of these students, but are still unable to direct strategies towards their singularities and, as a result, highlight the need for training for inclusion. The results indicate that teaching experiences should be valued in line with the reformulation of public training policies that include inclusive pedagogical practices.