A Inclusão de Crianças Especiais na Educação Infantil

Abstract

The education system has increasingly turned its attention to the need to include children with disabilities in school, adopting special care towards pedagogical practices, converting the teaching and learning process into an inclusive education, always respecting diversity, without forgetting that the role of a modern school should be to help the child's cognitive, emotional and social development. The inclusion of children with disabilities that we focus on in this research in the school environment, was developed at the Early Childhood Education Center - CEINF Centro de Educação Infantil Anália Adolpho Albres, located at Rua Bahia, nº1638, center, maintained by the Anastácio City Hall, administered by the Secretary Municipal Education. In which we realize that not all people involved with early childhood education are prepared to carry out inclusion itself. In our bibliographical research we turned to theorists in the area, and we relied on the Salamanca Declaration (1994), Federal Constitution, Lei Diretrizes e Bases – LDB and Lei 8069–ECA. The main focus of the research was to find out what they understood and if they had training to teach children with disabilities, in order to contribute to inclusion, since inclusion should happen from early childhood education. We concluded that, according to the teachers, who participated in the informal interviews, that specific training would be a way of contributing to inclusion really happening in school education.