PERCEPTION OF TEACHERS IN THE FINAL YEARS OF ELEMENTARY EDUCATION ABOUT THE INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The schooling process of students in Special Education is the result of legal and attitudinal advances at both national and international levels. In Brazil, this process began in the 1990s. However, to this day, it does not guarantee the effective learning of academic knowledge. One of the most pressing challenges in this regard concerns the promotion of school inclusion for students with intellectual disabilities, mainly due to the lack of teacher preparedness in making the curriculum accessible and suitable for this group’s specific needs. In this context, this study investigated the understanding of 20 teachers who teach subjects in the final years of Elementary Education regarding their conceptions of intellectual disability, school inclusion, pedagogical needs, and the real challenges they face in their daily classroom routines. To achieve this, semi-structured interviews were conducted through in-person meetings at two municipal schools that serve 1,890 students, 41 of whom (2.17%) have a formal diagnosis of intellectual disability. Content analysis was used to interpret the data, and the study adhered to ethical standards and a systematic methodology to ensure scientific rigor. The findings indicate that teachers perceive school inclusion based on two main aspects: socialization and learning. However, some prioritize only one of these aspects. Additionally, the teachers’ understanding of intellectual disability was found to be superficial. It is well known that a lack of in-depth knowledge about intellectual disability impacts pedagogical practices and highlights the need for improved public policies to ensure effective school inclusion. The results of this study confirm the necessity of investing in public policies that support continuous teacher training as a means of enhancing their understanding of intellectual disability. Moreover, such policies should significantly improve the strategies employed in the development and learning processes of students with intellectual disabilities, particularly in the final years of Elementary Education.