A INCLUSÃO DE CRIANÇAS COM DEFICIÊNCIA INTELECTUAL EM CRECHES E PRÉ-ESCOLAS: dificuldades e possibilidades

Abstract

This study aimed to analyze how is going the process of inclusion of children 03-05 years ago with intellectual disabilities in kindergartens and St. Louis preschools -MA. Semi-structured interviews were conducted with ten regular education teachers and two of multifunctional resource room working in three educational institutions of St. Louis schools in the municipal system -MA. The research was marked on quantitative and qualitative analysis, which gather quantitative and qualitative methods, from the case study. Data obtained from semi-structured interviews with selected for this research subjects were analyzed based on the technique of content analysis. The results showed forty-six categories, 29 relating to teachers of regular schools and seventeen of the multifunction capabilities room. Some categories had a higher incidence, such as inadequate training of teachers and inadequate physical structure of the early childhood institution, mentioned by both groups of teachers. In this research we tried to discuss the perceptions of teachers of early childhood education on the inclusion of children with intellectual disabilities. Through the exposure of the testimony ofteachers it was revealed the difficulties presented by nurseries and public preschools to realize public inclusion policies. The study revealed that there are many challenges posed to the inclusion of children with intellectual disabilities, such as inadequate training of teachers; large numbers of children in the activity room; inadequate structure of educational institutions; lack of material; disengagement of families; absence of initial diagnosis of intellectual disability; resistance of teachers in working with children with intellectual disabilities, among other problems presented by the institutions selected for this job. Therefore the construction of a nursery and inclusive preschool requires qualification of education professionals, including teachers, managers, directors, since the whole school community must be prepared to receive the child with intellectual disabilities. Moreover, it is necessary that the early childhood institution with adequate physical infrastructure, as well as diverse materials that meet the educational needs of children. In addition it is of paramount importance that the institution develop a partnership with the family, since under Brazilian educational legislation is the State's responsibility, society and the family to ensure that all children and adolescents have access to education. It showed up also the importance of the partnership of early childhood institution with other agencies such as health, social welfare, among others, in order to develop a more effective work in order to allow the extracurricular needs of children are met . From the survey results, it appears that the inclusion of children with intellectual disabilities in municipal day care centers and pre-schools in São Luís-MA is taking place in an unsatisfactory manner, since it is not being fulfilled which determines the legal provisions ensure the promotion of quality education. Finally, it is expected that this research will contribute to further investigations about school inclusion of children with intellectual disabilities.