Concepções e percepções acerca da educação inclusiva sob o olhar dos estudantes

Abstract

The aim of this study was to identify the perceptions of typically development children in relation to their peers with disabilities or other special educational needs in public schools in Lagarto, Sergipe. Sixteen typically development children who studied with children with disabilities and other special needs were participants of this study. A questionnaire containing closed and open questions was applied. The data of the closed questions were tabulated. The open questions were recorded, transcribed and its analyses was based on Bardin Content Analysis technique. From the open answers, 20 codes were obtained, which were distributed in 3 categories: concepts of disability, peer relationship with the child with disability and perception of the participation of children with disabilities in school. Different conceptions were related by children, but most of them referred deficiency as a synonym of illness, inabilities and limitations. Most of the children without disability referred positive feelings in relation to the participation of children with disabilities in school. They considered regular school as a legitimate space for them. Even so, there are fragile points in the relationship of children with their peers with disabilities, probably sustained by the disability stigma. The study waits to bring reflections and promote effective actions for inclusive and democratic education.