A Study on Need of Structural and Procedural Changes in the Inclusive Education: A Possible Challenge

Currently, the inclusion process has challenged educational systems to make fundamental changes in their procedures and structures, as it has increasingly been necessary to build a school in an inclusive perspective that serves students with different characteristics, potentials and learning rhythms. This study aims to investigate the process of inclusion of students with disabilities in the school environment, understanding the proposal of the inclusive school, discussing the distinctions that involve the processes of inclusion and exclusion, as well as reflecting on the importance of the educator and the need for a adequate training that contributes to the development of an education that respects diversity To carry out the study, a qualitative approach and field research was carried out in a school of the municipal education network, the U.E.B. Gov. Jackson Kepler Lago, having as subjects involved the professionals of that school, with the intention of knowing their conceptions and practices regarding inclusion. The structured interview and direct observation in the classroom were used as data collection instruments. The work was based on the following theorists: Vygotsky; Oak; among others. The methodology enabled the identification of barriers to be overcome by these professionals for the realization of inclusive education. It is concluded that the inclusion of students with disabilities in the researched school still does not happen satisfactorily, there is a lack of adequate training for teachers, school structure, psycho-pedagogical monitoring and a curriculum directed to the needs of these students, among others. , hindering an adequate development to the real needs of the same ones