THE IMPORTANCE OF THE SUPPORT TEACHER IN THE CLASSROOM FOR STUDENTS WITH SPECIAL NEEDS IN THE SUBJECTS OF PORTUGUESE AND MATHEMATICS Audrey Costa dos Santos, Natally Bezerra Bittencourt, Patrícia Ferreira da Silva, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

In Brazil, legislation ensures the inclusion of students with special needs in the educational environment, emphasizing teacher qualification for effective inclusive education. This study focuses on the crucial role of support teachers in Portuguese and Mathematics, subjects recognized for their particular challenges for these students. We investigate the contribution of these professionals to the inclusion process, as well as the necessary interaction between school team work and family involvement. Using a detailed questionnaire directed at both support and regular teachers, we aim to identify the specific needs of students in these academic areas. The lack of specific literature on the subject led us to create an ad hoc research instrument, exploring the effectiveness and importance of the support teacher. The results indicate a widespread recognition of the importance of these professionals in promoting student progress and facilitating more inclusive teaching. However, challenges in coordination and communication between support and regular teachers were evident, pointing to a need for improvement in the integration of educational efforts. This study highlights the value of the support teacher in inclusive education, simultaneously pointing out areas for development in the synergy between educators to optimize the learning experience of students with special needs.