Contribuições da gestão escolar para a efetivação do processo de inclusão educacional dos alunos público-alvo da educação especial

Abstract

When considering that inclusion of students with impairment, Autistic Spectrum Disorders – ASD and high skills/giftedness – HS/G is a reality which is existent and guaranteed by the ongoing legislation, as well as from the theoretical and practical experiences it is possible to notice the role of the school management for the effectiveness, or not, of the educational inclusion process of these students. This way, this study approaches the relation between school management and the process of inclusion of target students from Special Education. For such, the main objective of this research is to understand the way the school management of a Children Education School and of a Fundamental Education School from the interior of Rio Grande do Sul are organized for the effectiveness of the school inclusion of target students of Special Education. The research adopts the qualitative approach, with the participating research modality. For the data collection there were used natural participant observations, questionnaires answered by the school managers of the participating schools, and documental analysis. The data analysis was done by content analysis. It was evidenced that in both schools, the managers try, in a way, to put into practice the inclusion of target students of Special Education, however, they are in a process of construction and consolidation of what is proposed in the ongoing legislation, that is, the inclusion with students with impairment, ASD and HS/G is not effective in all aspects: access, participation, permanence and learning.