Responsible for creating an environment in which all children feel welcomed and respected, teachers play a key role in the inclusion of special children in schools.
This is the main conclusion of a study carried out by the British universities of Exeter and Cambridge, when it points out that the role of the educator in the learning process of children with disabilities or who have socialization difficulties, in order to that they feel integrated in activities and group dynamics, which can hardly be done by the other classmates in the classroom classroom.
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According to psychologist and educational coordinator Viviane Faria, founder of Instituto Cáue – Redes de Inclusão (PI), “when a student with a disability arrives, children need to have space to ask questions and, from the questions, bring answers, create reflections and build a more inclusive space in everyday life, in games and in activities. interactions”.
The lack of investment in educational institutions is a structural problem that ends up being an obstacle to the full development of special students. Ten years ago, São Paulo's APAE (Association of Parents and Friends of the Disabled) – now the Jô Clemente Institute – closed the special school that maintained, preferring to support the inclusion of children with disabilities in regular schools, which showed positive results after three years of 'migration'.
Regarding the treatment to be given to special students, the general superintendent of the institute, Aracélia Costa, emphasizes: “We believe a lot in specialized educational services, in supporting the teacher, the family and the student. This tripod guarantees full school inclusion. We support the school, train teachers, have specialization and postgraduate courses. In addition, we support the AEE [Specialized Educational Assistance] centers and the student, we have psychopedagogical evaluation and evaluations of functionality in an attempt that, from this, we can better guide the teacher in the day to day of the classroom with that student".
As for the biggest barriers to inclusion, Aracélia considers relevant, the attitude and knowledge about each student, aiming to identify which would be the best mechanisms for that learning specific. “Quality information is needed so that environments can be included. This applies to schools, businesses, and everywhere else. But we are moving forward because, first, there were no schools for these people, then we had special ones, now we are in a model of inclusive education”.