VIEWS OF COMMON CLASSROOM TEACHERS CONCERNING THE SPECIALIZED EDUCATIONAL SERVICE AND THE SCHOOLING PROCESSES OF STUDENTS WITH DISABILITIES

Abstract

This paper presents and analyze the perceptions of Common Classroom teachers in relation to the Specialized Educational Service (SES) in Multifunctional Resource Classrooms (MRC). For the data construction, questionnaires were applied to 144 teachers working with 1^st to 5^th years in the Joinville public school network. The data were analyzed using Franco’s content analysis (2012). The results indicate that Common Classroom teachers significantly – 133 (92%) – believe that the SES in MRC maximizes learning and development. However, this issues appear mixed with numerous challenges that Common Classroom teachers face in their daily teaching work, and specifically, with students who are the target public of Special Education. It was also evidenced that there is a lack of communication between the Common Classroom teacher and the MRC teacher, as the exchange of information between these teachers is one-sided. In the concept of Common Classroom teachers, it is the specialized teacher who must find solutions to the differences in the school process of students who attend the SES. We conclude that more dialogue is needed among the professionals involved in this process, as well as a greater understanding of the role of the specialized teacher.