THE CHALLENGES OF PRIVATE SCHOOL TEACHERS IN IMPLEMENTING THE SCHOOL INCLUSION PROCESS

Abstract

The present research intends to raise the difficulties encountered by the teachers of a private school in implementing assertive pedagogical practices with students of inclusion. It aims to identify the difficulties encountered by teachers working with students, whether in the application of the program content or in the pedagogical strategy. In addition, we analyze the relationship between the academic formation of the teacher and his / her difficulty to deal with inclusion students, as well as to understand the main difficulties of the teacher that generate the inefficacy of the inclusion process. The methodology used was qualitative and bibliographic. The work to be carried out is a case study with teachers and with the teaching staff of Colégio Chromos - Venda Nova Unit. For the bibliographical survey sources were used with the following authors: Haddad (2008); Andrade (2013), among others. The professionals interviewed affirm that they have already had inclusion students in their classroom. Teachers should understand that academic training, in-service training, discussion of difficulties among peers, and support from the institution are ways to overcome the difficulties involved in the learning process of inclusion students.