THE INCLUSION OF STUDENTS WHO ARE THE TARGET-AUDIENCE OF SPECIAL EDUCATION IN PRIMARY SCHOOL I THROUGH THE EYES OF THE TEACHERS
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This study had the aim to analyze how school inclusion of students who are the target-audience of Special Education has been taking place in the initial grades of Primary School. For this purpose, we developed a qualitative research that used Case Study as the methodological procedure. We applied a questionnaire to 13 teachers of regular classes working at a municipal school from an inland town in Sao Paulo state who had in their classes some students with disabilities. Results demonstrated that the mere enrollment of a student with disability in the regular classroom does not mean they are included in the class and that the teachers' concept of such inclusion is, most of the times, negative; teachers do not experience themselves as the agents of the necessary changes, they demand training, besides structural, pedagogical and human support. Our conclusion is that school inclusion is part of a movement that assumes change of model, structure and politics and builds itself from inside out, with critical analysis of what is proposed and propositional reflexion on where we are going.