Teachers Tell Us about Full Inclusion

Abstract

It is a qualitative research, interviewing 11 teachers reponses of Speical Education PUCRS about over who they think and they say and they act, with the base literature on authors of Special Education and Inclusive Education. We conducted a content analysis of the responses, similar to those of previous studies categories: Use of terminologia—use the nomenclature as synonyms or different; Teacher training come from different areas, with interests and later links with the Special Education, with little training in the area; Satisfactions-happy when their students’ progress more in daily life activities, supported by family/colleagues; Dissatisfactions-dislike when parents do not act complementing tasks; Difficulties and trouble-devalued as teachers, face problems in school and beyond, difficulty performing continuous and in-service education for lack of support of the family; Teaching and constant updates are necessary, especially about continuing evaluation, requiring monitoring with multi/interdisciplinary team, the necessity on observe minimal behavioral and cognitive changes are highlighted in the reports; Learning should improve the quality of life of students, progress with language, behavioral controls, increase in social interaction. We highlight the need to discuss about the theories used, the need to perform multi/interdisciplinary activities, have support to continuing education and contextualized curriculum changes and reforms.