INCLUSÃO DE ALUNOS COM NECESSIDADES EDUCACIONAIS ESPECIAIS: Limites e possibilidades no Ensino Fundamental da rede pública municipal de Imperatriz

Abstract

In this paper one carries out a study of the policies for Special Education, understanding them as necessary in a general policy for education, emphasizing the 90 s, because it represents a starting-point for the Inclusive Education, when the international agreements came out which started to have representation in the National Legislation, the redefinition of the responsibilities related to the Basic Education among the Union, States and County and the need to perfect the Educational Systems to include everybody demands Public Policy which can assure the Social Rights of the population. The objective of this paper was to analyze the policies related to Special Education and as they are making possible the inclusion of the students with Special Educational Needs in the fundamental teaching in the public network in the county of Imperatriz. Nevertheless, Showing that the education of the students with Special Educational Needs should be analyzed under the political extent, that actions should be prioritized so that one does not have an inclusive speech and an exclusion practice. For the materialization of what one intended to analyze, a qualitative approach was used as to valorize the research places and to consider that in this context the actions can be understood better. The international, national, State and municipal official documents referring to the Inclusive Education were constituted as research sources. The locus of the research were five municipal schools that possess students with Special Educational Needs and as instruments was used documental analysis and semi-structured interviews with managers, coordinators and teachers. It is concluded that although the Decade Plan of Education of the County of Imperatriz having as principle the inclusion of students with Special Educational Needs, the research demonstrated fragilities in the effectiveness of this policy, defined objectives and goals didn t fulfill; Even with the Secretary of Municipal Education possessing a Coordination of Special Education which renders the accompaniment to schools, those services are not compatible with the number of schools, consequently they do not assist their real needs; and, finally an almost widespread dissatisfaction was verified in the policy of inclusive education in the municipal education network, because frequent depositions affirmed that they are attributing to the teacher the responsibility of the inclusion as, in the scope of the schools, few changes have as objective include the students with Special Educational Needs.