Analysis of the need for a bachelor degree professors' pedagogical preparation to deal with the special need students' inclusion

Abstract

The inclusion of students with special educational needs requires teachers capable of promoting their learning and participation. However, most active teachers and professors at various teaching levels are not prepared to take that responsibility. Looking for a way to contribute, the present study aimed to: 1) verify whether the professors who teach undergraduates of teacher preparation courses at the State University of Londrina (UEL) have enough knowledge to include students with special educational needs in their academic activities; 2) identify whether these professors recognize the need to participate in a program of pedagogical preparation aiming to include such students and how this preparation should be designed. A descriptive research project was set up, so as to answer the questions at hand. One hundred and seventy eight professors who teach in 13 different teacher preparation programs took part in this research. Data were collected through a questionnaire containing 17 objective questions. The results showed that 84% of the participants considered that they didn't have enough knowledge to include students with special educational needs. Sixty-three percent were interested in taking part in a formation program to include students with special needs, and indicated the themes that should be included and methodology to be used. The results enabled us to prepare guidelines for pedagogical formation program for bachelor degree teacher preparation courses for inclusive educational contexts.