INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES: RESOURCES AND DIFFICULTIES OF FAMILY AND TEACHERS

Abstract

Educational inclusion is based on the principle that all students should learn together, in regular schools, regardless of differences. The family-school partnership is an important factor associated with the success of inclusion. This study aimed to verify how the inclusion process of students with intellectual disabilities is occurring, identifying resources and difficulties, according to parents and teachers. This is a qualitative, exploratory, cross-sectional study. Semi-structures were defined with 42 parents and 34 teachers from 44 students diagnosed with intellectual disabilities enrolled in regular public schools in a city in the interior of Minas Gerais. The data were through the Iramuteq software. Five classes were obtained in the analysis of those identified by those responsible: Relations with the school, School-family relations, Difficulties of the children and Path of diagnosis and monitoring; five classes in the analysis of the teachers' information: Inclusion Process, Participation in schooling, Difficulties in the inclusion process, Teachers' practices within the classroom and Difficulties of students, these classes comprise themes related to the participants' perception. Parents pointed out difficulties in providing support to their children in the face of school adversities and as a resource support in their relationship with the school. The teachers pointed out daily difficulties in the inclusion process and problems in the family-school partnership. Inclusion processes, it was possible to provide indicators of aspects of the inclusion process in order to provide subsidiary functions in this context..