Perfil dos professores de escolas da rede municipal de ensino de Trindade – GO no atendimento de alunos com necessidades educacionais especiais

Abstract

INTRODUCTION: Studies have shown that many public school teachers are still unprepared to deal with students with special educational needs. OBJECTIVES: This work aimed to verify the training of teachers who serve students with special educational needs in schools of the municipal network of Trindade-GO. METHODOLOGY: The research was conducted as a cross-sectional descriptive study with a qualitative-quantitative approach, through the unique application of an online questionnaire. A total of 20 teachers from three municipal schools were interviewed. RESULTS: It was found that all participants of the research have or have had students who require specialized educational care, and that 75% of them have specialized training to work with these students. The results also showed the understanding of teachers about what inclusive education is, and the factors that interfere with their performance in the classroom. 65% of the interviewees said they consider the school they work in adapted for special students and that it has a Multifunctional Resource Room. CONCLUSION: It was concluded that not all teachers feel prepared for educational work with students who have different types of disabilities. There are pertinent obstacles such as physical space, non-adapted materials and scarcity in teacher training, which interfere with the quality of the teacher's job.