School Inclusion and Its Agents

This research consisted of a qualitative study, with an ethnographic approach, on the behavioral manifestations that are evident in children with special educational needs (children with SEN) and the perceptions of parents, teachers, and school administrators about the process of inclusion in regular schools. It was noted that the inclusion process is causing changes in regular schools that aim to include children with SEN. In addition to pedagogical and physical changes, there was discussion about differences. The engagement of educators, parents, and the community in the inclusion process is necessary and was noted. Changes should be gradual and respect people's pace. All changes should seek to advance the student, avoiding comparisons. The children with SEN surveyed reported feeling comfortable in regular schools, following the school routine, communicating and relating to the group, and thus seemed included. The inclusion process is not something ready-made that comes with a prescription; it must be built in each context by the participants. The results of the research provided the researcher with important knowledge, leading to recommendations for better inclusion.