TEACHERS' CHALLENGES WITH INCLUSION IN EARLY CHILDHOOD EDUCATION ISABELLE ALVES FERREIRO, LAÍS VITORINO LIMA DA SILVA, IRENE DA SILVA COELHO, SANDRA MARIA BEZERRA DA SILVA

Abstract

Teachers have always had challenges to face in their careers. After the Salamanca Declaration, one of the great challenges has been the inclusion of students with disabilities, as the regular school has the duty to receive and welcome these students, which makes us reflect on the challenges that teachers have to face to better develop these children. Due to the increasing demand, professionals seek continuing education to help them in the teaching-learning process, as they often feel unprepared to take on a classroom with inclusion students. Our objective with this research is: To identify the difficulties that teachers experience in the classroom without adequate preparation for assisting people with disabilities and what are the ways to improve teacher training. The methodology adopted is bibliographic in nature, as it was based on authors and documents that make us reflect on the subject. Despite advances and a few achievements, teachers still face challenges when it comes to school inclusion, as they need to develop work aimed at teaching-learning and need working conditions that favor the development of students with disabilities and contribute to the implementation of inclusion.