Specialized educational assistance and regular education: teaching of interlocuciones with a view to the inclusion

Abstract

The central theme of this text is the inclusion in the school space of a stigmatized minority. The objective is to reflect how the interlocution between teachers in the specialized Educational Service Room (ESA) and the regular classroom in the perspective of the inclusion of people with disabilities occurs. This is a descriptive study with a qualitative approach performed in schools of the municipal public system of Sobral-CE, having as participants 10 teachers using the questionnaire to collect the data. The results show that the teachers of the common teaching room and the AEE room must be in constant harmony, so that the goals are achieved, so that the work is interdisciplinary and collaborative. It is necessary to equip the school institutions for this care and, to invest in the training of teachers in the common teaching room and the specialized educational attendance room, which should promote the reception and inclusion of these children.