PEDAGOGICAL PRACTICE:

THE DIFFICULTIES OF TEACHERS IN DEVELOPING A PEDAGOGICAL PRACTICE OF SCHOOL INCLUSION

Abstract

This article deals with the difficulties that the regent teacher finds in developing a daily pedagogical practice focused on school inclusion. Thus, the main objective was to analyze the process of school inclusion of students with special educational needs, of order, physical, intellectual and psychological. Specifically, this study also sought to describe the historical process of school inclusion and the lack of adequate training by the teacher to receive the student with disabilities in the classroom. Undoubtedly, school inclusion is one of the greatest challenges that the teacher faces in the performance of his or her function, as it involves not only the student with some special educational, physical, intellectual or psychological needs, but also involves the school, family, society. For this reason, research on the process of school inclusion is an essential and quite justifiable thing, since it is not enough to insert the student in the regular classroom, it is necessary to be concerned mainly with their development and to have a daily monitoring of their learning , a satisfactory pedagogical elaboration, in order to valorize their potentialities and provide their interaction with the other students. To develop these reflections were used the technical procedures of bibliographical and documentary research, which allowed an analytical appreciation of texts, sketches, laws, decrees and ordinances. From the analyzes it is possible to conclude that the pedagogical difficulties arise as a result of the absence of a rigorous reflection on the part of the teacher about their practices and about their need for training.