DESAFIOS À EDUCAÇÃO ESPECIAL INCLUSIVA; REFLEXÕES SOBRE A FORMAÇÃO DO PROFESSOR NA ESCOLA ESTADUAL PROFESSORA LEONILLA MARINHO

This research aimed to analyze whether the teacher training at the Escola Estadual Leonilla Marinho, in Manaus, Amazonas, is adequate to address the challenges of inclusive education for students with disabilities. The specific objectives were: to investigate the scenarios and situations of educational services for students with disabilities, considering historical and legal milestones; to identify the challenges of such services in the regular education network; and to determine the strategies, pedagogical resources, and teacher training necessary to achieve effective inclusion. The research adopted both quantitative and qualitative approaches, with a no experimental, exploratory, and descriptive nature. Fifteen educators were interviewed, including 13 teachers and 2 pedagogues from the school. The results indicated that the teachers still lack essential knowledge for inclusive practice, having no access to training courses or support from qualified professionals, such as psychopedagogues. The research concludes that inclusion should not be viewed as the sole responsibility of the teacher. Despite the need for teacher preparation, the education system does not provide adequate training. Furthermore, the school management model should involve teachers in defining an adapted curriculum and a pedagogical plan that meets the needs of both students with disabilities and others.