Representations and Attitudes of teachers in front of Integration of children with Special Needs Education in the regular classroom

Abstract

The goals outlined in the study were: to describe the representations and teacher attitudes about school integration of children with special educational needs and to identify ways of relationship between teachers with children in the classroom common to this effect was questioned in teaching practices of 4 teachers in basic education Investigation Methodologically is qualitative whose design is the study of cases. Findings show that teachers demonstrate in their teaching attitudes of indifference, overprotection, low expectations and acceptance. The representations of teachers on children with special educational needs realize that persists even thinking of clinical rehabilitative model as the most appropriate for the learning needs of children.