Attribution of the teacher in inclusive education

Abstract

This article brings suggestions and considerations about the teaching attributions in special and inclusive education, highlighting some norms that helped to ensure the right of students with deprivations and need educational assistance in the institution of normal education. Conforms to Basic Education norms of the year 1986. Indicative of a brief representation of inclusion, didactic precision for aggregation. For a comprehensive education to occur, it is essential that teachers seek to improve themselves, improve with continuing education, with the purpose of mediation by welcoming the student with their educational and special particularities, intending an education with regard to the adversity of each person. In this way, the methodology used was bibliographical and qualitative, when realizing the interest of inclusive education for students with deprivation and the norms that prove their real development of their PPP programming of the institutions, supporting teachers in these schooling procedures, considering such differences. Inclusion entails a change in educational policies and in the implementation of educational planning from the exclusion concept to the inclusive concept, creating a space in which praxis does not need to be restricted to a wrong set connected to models that distance the intention of providing an egalitarian education to all.