Inclusion of students with special learning needs and impasses in the training of basic education professionals: a case study

Authors

  • Roberta Mastrantonio Kafrouni
  • Miriam Aparecida Graciano de Souza Pan

DOI:

https://doi.org/10.5380/psi.v5i1.3316

Keywords:

special education, inclusion

Abstract

This article is based on research carried out in state schools in the city of Curitiba, the objective of which was to comprehend the principal needs of basic education professionals with regard to the inclusion of students with special needs in the standard education system, as provided for in the new National Education Guidelines. Over a period of three months case studies were carried out in nine schools by means of questionnaires, interviews, meetings and observation with participants in the classroom and in extra curricular activities. 31 students with special needs were accompanied, as well as 33 teachers and 15 members of teaching teams, thereby covering all three levels of the basic education system. The results of the research indicated that the majority of the schools examined do not have a specific inclusion programme, and this would appear to result in difficulties such as curricular, methodological and evaluative inflexibility, as well as a lack of awareness as to special learning needs. The need was also observed to prepare teachers to deal with students with special needs. It was noted that the ruling concept in the schools with regard to students tends to homogeneity, which is incompatible with inclusion. In this way, the student with special needs continues to be held responsible for what he or she learns in the classrooms of the standard education system. It can be concluded that in order to implement inclusion, both schools and education professionals must be prepared for this new reality. The overall situation indicates the need for the State to be committed to inclusion, since it is the government's responsibility to offer conditions that enable both schools and education professionals to be prepared.

Keywords: special education, inclusion.

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How to Cite

Kafrouni, R. M., & Pan, M. A. G. de S. (2001). Inclusion of students with special learning needs and impasses in the training of basic education professionals: a case study. Interação Em Psicologia, 5(1). https://doi.org/10.5380/psi.v5i1.3316

Issue

Vol. 5 No. 1 (2001)

Section

Articles

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