Body practices and the inclusion of children with special needs
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Children with special needs are being cared for in mainstream schools from an early age, but little is known about the preparation of professionals to work with this clientele, especially with regard to bodily practices. The general aim of this study was to analyze what teachers working in early childhood education say about inclusion and the body practices of children with special needs, adaptations for body practice, autonomy and social inclusion. This is a sample field study with 179 teachers and 23 Physical Education teachers from the municipal school system in a city in the state of Tocan...
Children with special needs are being cared for in mainstream schools from an early age, but little is known about the preparation of professionals to work with this clientele, especially with regard to bodily practices. The general aim of this study was to analyze what teachers working in early childhood education say about inclusion and the body practices of children with special needs, adaptations for body practice, autonomy and social inclusion. This is a sample field study with 179 teachers and 23 Physical Education teachers from the municipal school system in a city in the state of Tocantins. Questionnaires with open and closed questions were used. There is a lack of knowledge among teachers working in early childhood education about essential items for the social inclusion of children with special needs in mainstream education. In view of this, it is understood that in addition to actions and investments in the continuing training of these teachers, there is also a need for attitudinal and conceptual changes on the part of the teachers.
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