The interpersonal relationship between teachers from specialized educational teaching and regular teaching rooms

Abstract

The aim of this study was to register and analyze the shape and the communication level between teachers and the activities developed in Multifunctional Resource Classrooms (MRRs) and in ordinary classrooms (ORs) as a proposal to revolutionize inclusion of disabled students. In regard of contributing to the process of inclusive education in schools, a transversal quanti-qualitative approach was established. A questionnaire was used as a tool to assess teachers from ordinary rooms as well as teachers from MRRs. Thus, sixteen teachers from ORs and nine teachers from MRRs with disabled students from public schools from two cities in the region of Campinas were assessed. To analyze the content of the questionnaires, the work of Bardin was taken as a reference, in which three fundamental phases are highlighted in the learning process: pre-analysis, material research, and treatment of the results. Thus, it was possible to conclude that: (a) the teachers are aware of the importance of MRRs and their contributions in these rooms, however, this aspect is not clear among teachers from ORs; (b) there is an interpersonal relationship between teachers from MRRs and ORs, even though the time spent has not been enough; (c) in some cases, there is a lack of understanding in teachers from ORs regarding their role in Disability-Inclusive Education.