Education of a student with deficiency in a common class: teacher view

Abstract

This article approaches some problems related to deficient student’s education and it proposes a discussion about the “integration” and “inclusion” concepts. It also presents the teachers’ vision about deficient student’s education in common class as well as it discusses if the theoretical and practical knowledge on the deficiency can promote a more favorable positioning of the teacher related to the integration process. For the accomplishment of the research, 68 teachers of primary public schools, some with special classes from the city of Marília in the state of São Paulo were interviewed. With the general results, it could be noticed that the educational formation and the experience in the area of the special teaching have preponderant role in leading the teachers to evaluate favorably the educational integration of deficient students.