Educação especial na perspectiva inclusiva: transversalidade na educação básica

Abstract

Within the scope of Special Education from an Inclusive Perspective, this study analyzes the implementation of inclusive practices in three public schools located in Natal/RN and its metropolitan region. Regarding methodological aspects, the data analysis was based on a qualitative and exploratory approach. Data were collected through on-site observations and conversational actions during the author's supervised internships in the mentioned institutions. Additionally, a bibliographic review was conducted, grounded in official documents and academic literature related to the field of special education. This review supported the analysis of the collected data to evaluate the adequacy of the implemented school practices and the ideal situations aimed for. The results indicate that, despite efforts toward inclusion, the institutions did not succeed in effectively implementing inclusive practices. Contributing factors include the lack of adequate infrastructure and compatible pedagogical resources, the absence of Individualized Educational Plans articulated between regular education and Specialized Educational Assistance, the shortage of a complete multidisciplinary team of specialized professionals, and insufficient continuing education to train and sensitize educators about the importance of inclusion in education.