Resumo

ARRUDA, Irene Vicente de  e  CASTANHO, Marisa Irene Siqueira. Inclusion of intellectual disability students in regular schools: senses produced by teachers of regular and special schools. Constr. psicopedag. [online]. 2015, vol.23, n.24, pp. 20-40. ISSN 1415-6954.

The purpose of this study was to understand the senses produced by regular and special schools teachers on the inclusion of students with intellectual disability in regular schools. We opted for a process of analysis based on Franco (2007), González Rey (2005), Aguiar and Ozella (2006), considering the context and experiences lived as one of the main requirements to ensure the relevance of the senses produced by them and which manifest in their verbal expressions. The data collected in the implementation of the questionnaire and subsequent interview were unfolded and supported by methodological theoretical foundations of socio historical perspective. At a first step, fifteen participants responded to a questionnaire constituted of closed-ended questions on personal data, training, professional experience and socio economic aspects, besides open-ended questions addressing the concept of inclusion and compulsory registration of children with special needs in regular school. The second step consisted of individual semi-structured interviews of four participant teachers. The subjective expressions were organized and assembled to the structured contextual and historical conditions of the teachers, reaching the nuclei of signification which enabled reveling the senses produced from anecdotal personal reports about their life trajectories and as professionals in the field of intellectual disability. We conclude that face this demand for inclusion on regular school is surrounded by doubts and fears, pointing out to a challenging changes for the teachers (training, preparing and attitudes) and the school (financial and human resources and accessibility) so the rights proclaimed in public policies are guaranteed and effectively implemented in practice.

Palavras-chave : Intellectual disability; Special education; Inclusive education; Teachers; senses.

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