Necessidades educativas especiais: a percepção dos professores de Educação Física do magistério público municipal de Ijuí/RS

Abstract

The inclusion has been an issue brought to light by the norms of inclusion. Therefore, the school has been transformed to receive students with special educational needs, so it is clear that teachers need to hold sufficient knowledge to meet these students. For such needs be met, there is a need for knowledge the teacher to act with the diversity found in the classroom. In this way, we studied physical education teachers who are working as teachers in system municipal public Ijuí-RS as was prepared for who could work with students with disabilities. The research was based on a case study from a questionnaire given to teachers; the results were organized into categories of analysis for better interpretation. The categories were: 1- perception and concept of inclusion, 2- training and professional preparation and 3- knowledge of the field acting. Concluded that teachers agree with the politics of inclusion, but it is challenging the lack of qualified human resources and materials, that education should prepare to work with the disabled person and need to study to meet the knowledge gaps.