A percepção do professor do atendimento educacional especializado sobre seu papel na inclusão escolar

Abstract

This study aimed to identify the perception of Specialized Educational Service teachers about their role in the organization of educational inclusion in a municipality. Seventeen teachers participated in our research, all with a background in Pedagogy and a Lato Sensu postgraduate in Special Education. Using as a methodological resource the content analysis we perceive that the concepts of the SES teachers consider their performance more focused on the individualized attendance of the student, in order to improve their school performance. We verified that the organization of the municipality allowed the incorporation of this function, since the attendance is itinerant with the objective of taking to the student what he would have in the special school. We conclude that the ESA teacher needs to feel part of the school, to be a constant presence to provide the necessary knowledge of Special Education to the regular school, carrying out the inclusive actions together with the teachers.