INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES: RESOURCES AND DIFFICULTIES OF FAMILY AND TEACHERS

ABSTRACT: Educational inclusion is based on the principle that all students should learn together, in regular schools, regardless of their differences. The family-school partnership is an important factor associated with the success of inclusion. This study aimed to verify how the inclusion process of students with intellectual disabilities occurs, by identifying resources and difficulties, according to information provided by parents and teachers. This is a qualitative and cross-sectional study. Semi-structured interviews were done with 42 parents and 34 teachers of 44 students diagnosed with intellectual disabilities enrolled in regular public schools in a city in the interior of Minas Gerais. The data were analyzed in the Iramuteq software. Five classes were obtained by the parents’ interview: Family context, resources and parents' difficulties; Relationships with the school; Participation in schooling; Children's difficulty; and Path of diagnosis and follow-ups. Likewise, five classes in the analysis of the teachers' information: Understanding the inclusion process; School-family relationship; Difficulties in the inclusion process; Teachers' practices within the classroom; and Student development. The classes comprise themes related to the perception of participants. Parents pointed out difficulties in providing support to their children in the face of school adversities and as resource support in their relationship with the school. The teachers pointed out daily difficulties in the inclusion process and problems in the family-school partnership. It was possible to provide indicators of aspects of the inclusion process to provide subsidiary functions in this context.

摘要：教育融合（Educational Inclusion）基于“所有学生无论存在何种差异，均应在普通学校共同学习”的核心原则。家校合作是影响融合教育成效的关键因素。本研究旨在通过家长与教师提供的相关信息，明确智力障碍学生的融合教育实施过程，识别该过程中的可用资源与面临的困境。本研究为质性横断面研究，对巴西米纳斯吉拉斯州内陆某城市普通公立学校中44名已确诊智力障碍的在校学生的42名家长及34名教师开展半结构化访谈（Semi-structured Interviews）。研究采用Iramuteq软件对采集的数据进行编码分析，从家长访谈文本中提取得到五类主题类别：家庭环境、家长可及资源与自身困境、与学校的协作关系、子女的在校参与情况、子女的学习困难，以及诊断与随访路径。对教师反馈数据的分析同样得到五类主题：对融合教育过程的认知、家校合作关系、融合教育实施中的困境、教师课堂教学实践，以及学生发展情况。上述主题类别涵盖了研究参与者的感知相关议题。家长群体指出，在应对学校层面的逆境时，为子女提供支持存在阻碍，且在与学校的沟通协作中可获得的资源有限。教师则提及融合教育实施过程中的日常困境以及家校合作机制存在的问题。本研究可为该场景下的融合教育实践提供相关辅助参考依据。