Gestão educacional e inclusão: visualizando alunos com deficiência em situação de acolhimento institucional

Abstract

This research is relevant because it creates the opportunity to investigate and understand, through educational management, disabled students in institutional welcoming condition’s school inclusion reality. So, this research investigates the relations that permeate Management, inclusion and disabled students who experience institutional welcoming condition. The problem of this research is how educational management organizes disabled students in institutional welcoming condition’s school inclusion process. The general objective investigates how management executes disabled students in institutional welcoming condition’s school inclusion process. In order to develop this research, a qualitative approach has been chosen by performing a case study. Semi-structured interviews and school observations were performed for data collection. Data were analyzed based on Bardin’s Content Analysis (1977). For discussion basis, authors such as Lück (2006), Libâneo; Oliveira; Toschi (2005), Garcia (2009), Kassar (2013), Sousa; Paravidini (2013) among others were used. Results showed that school organizes disabled students in institutional welcoming condition’s inclusion limitedly because it lacks resources like structure and specialized professionals. In classroom, difficulties in making inclusion happen prevail, the teacher in regular classroom stays stuck to the difficulties and does not pursue new possibilities to include the student under study. Teachers’ diverse conceptions about these students’ inclusion have been identified. Thus, it is important that studies within this context be enlarged.