HOW DOES THE PROCESS OF INCLUDING STUDENTS WITH DISABILITIES IN THE FIELD SCHOOLS IN REGULAR EDUCATION TAKE PLACE?

Abstract

This research brings, in its essence, reflections about the true sense of inclusion of students with disabilities in rural schools in regular education, where it has a greater relevance in the process of insertion in the school and social context. It also focuses on the role of the educator in front of this public as well as the availability of public policies to support special education; since these are provided for and guaranteed by law. Therefore, it needs each one to do their part, as a positive sum for the right education and duty of all, ending the idea of prejudice, therefore, the school that commits it will bear In this sense, it will be observed if in fact the process of inclusive education in the rural schools happens if the students are inserting in a way that provides qualified education in an equal but adapted way, respecting the specific restrictions of each one. student, where it is understood that all beings have their own characteristics that deserve respect before society. It is noteworthy that our research is based on a qualitative bibliographic case study, with theoretical contributions involving some teachers of the countryside school and authors and laws that develop the theme proposed in the Salamanca Declaration, Brazilian Law of Inclusion (LBI, Law No. 13.146 / 2015), Law of Guidelines and Bases of National Education (LDB) Law No. 9.394 / 1996, Mantoan, among others that favored the hypothesis in question.