Inclusion of children with disability in regular education: Families’ view of school inclusion

Abstract

This paper presents the families’ view of children with disabilities about their own child and about the inclusion process in regular education. Five representatives of families of children with disabilities, enrolled in the early grades of public schools in a city in the Midwest of Santa Catarina, Brazil, participated in the study. The data were produced from interviews and home visits. The results showed that the families have positive expectations regarding their children and consider that the schools have satisfactorily met the demands of the inclusion process. However, they pointed out the formation of teachers, the rotation of professionals and the time of Specialized Educational Assistance as aspects to be improved.