DIFICULDADES ENCONTRADAS PELOS PROFESSORES DA EDUCAÇÃO INFANTIL NO PROCESSO DE INCLUSÃO

Abstract

Early childhood teachers face several challenges, especially in inclusive education, this professional, in addition to being a learning mediator, must also be a caregiver of children and therefore it is necessary to know their students well. This work aims to make a bibliographic survey to identify the challenges that early childhood teachers have been facing with the process of educational inclusion. The general objective is to identify the difficulties reported by teachers who work with early childhood education students, from the perspective of Inclusive Education, through a literature review. Inclusive education is one of the teaching modalities of national education in which the Brazilian educational system takes place at all levels and stages of education. The purpose of inclusive education is to create pedagogical mechanisms o that students with special educational needs obtain meaningful learning, and can continue in their studies and may also progress in the future at work. The results indicated which are the challenges faced for the qualification of teaching and learning in Early Childhood Education and for the constitution of the inclusion process: the lack of teacher training, lack of family support and the lack of student diagnoses, among others. The way of learning of each student is related to the disability or the Special Educational Needs of the students, because every child has methods and time to learn.