Teachers’ conceptions about factors that cause difficulties to the inclusive education process

Authors

  • Vera Lúcia Messias Fialho Capellini
  • Olga Maria Piazentin Rolim Rodrigues

Keywords:

Concepção de professores, deficiências, educação inclusiva.

Abstract

The present study verified within 423 teachers the difficulties they attribute or identify in the process of school inclusion. Data was collected through semi-structured questionnaire. Results showed 43% attributed the difficulty to the school (excessive number of students and lack of technical staff); 30% attributed to the teachers; 9% attributed to the family; 8% attributed to the bias; 6% attributed to the students; 5% consider lack of efficient public policies and 1% don’t see any difficulties. According to teachers’ opinions, school system isn’t prepared to receive special needs students. Thereby, it’s necessary to invest in initial and continuous formation, besides break with the school traditional structure that is installed.

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Published

2009-09-10

How to Cite

Capellini, V. L. M. F., & Rodrigues, O. M. P. R. (2009). Teachers’ conceptions about factors that cause difficulties to the inclusive education process. Educação, 32(3). Retrieved from https://revistaseletronicas.pucrs.br/faced/article/view/5782

Issue

Vol. 32 No. 3 (2009)

Section

Other Topics

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