TEACHERS' OUTLOOKS: A STUDY ON THE INCLUSION OF CHILDREN WITH SPECIFIC EDUCATIONAL NEEDS IN THE SCHOOL SETTING

Abstract

The purpose of this article is to showcase the results of a research that investigated the inclusion of students with specific educational needs in Kindergarten, in the city of Trindade/GO, based on the teachers' perception. The main goal of the study is to highlight aspects of the operationalization of inclusion, in early childhood education in that municipality, from the perspective of the teacher and, among the specific objectives, to identify whether the educational system encourages teacher participation in continuing education courses. This study is field research of both quantitative and qualitative nature. The sample consisted of 25 teachers who work in early childhood education in the previously mentioned school system. The techniques used for data collection were: semi-structured questionnaire and document analysis. Data treatment was carried out from the perspective of content analysis. The research analysis revealed that the inclusive process stems from: institutions in favour of inclusion, where headteachers, coordinators, collaborators and teachers are open to this issue and aware of the importance of the presence of children with SEN in the regular context of education; the joint action of support professionals (both on pedagogical and school maintenance areas), regents and specialized educational teachers, as well as the support of the multidisciplinary team from the Municipal Department of Education (social assistants, speech therapists, psychologists and educational psychologist) and families; the work carried out by the teachers, which is etched by the feeling of belonging, not only in the welcoming but when planning the activities for the classroom, as to promote interaction aware of what is unique to each child, even without favourable conditions for this intent. It also revealed that the educational system encourages training and that the continuing education of the participating interlocutors-teachers is an advantage when working in the inclusive process, as it provides better conditions to promote schooling for the children. However, continuous training by itself does not guarantee the effectiveness of school inclusion in the municipality. According to the analysed data, there are essential elements necessary for inclusion: ​​effective public policies, teaching materials/resources, accessible infrastructure, a qualified support team (temporary contracts), projects that engage the family and others. Finally, the study reveals that much still needs to be done for an inclusive early childhood education to be guaranteed in the city of Trindade/GO.