INCLUSIVE EDUCATION AND PARENT PARTICIPATION IN LEARNING STUDENTS WITH DISABILITIES

Inclusive education had great growth in the 1990s and was based on guaranteeing students with disabilities to enter and participate in educational activities, however, there was a difficulty in their insertion in the school environment. The objectives were based on the Brazilian educational system regarding the inclusion of students with disabilities, the comparison of the treatment these students receive in public and private education, and whether the teaching mechanisms and material resources necessary for school life are, in fact, capable to ensure the learning of these students. In addition, the transformation of the educational system in relation to students with disabilities and the participation of those around it was analyzed. For this research, a qualitative approach was used, which sought to understand the phenomenon of inclusive education. In the objectives of the methodology applied, the descriptive method was chosen, which sought to describe the school reality based on the admission of students with disabilities. Finally, bibliographical research was applied in order to substantiate the practical perception found in the school and family environment, for that, books, scientific articles, as well as the current legislation in the Brazilian legal system were used. Previous results were the importance of the availability of teaching materials for students with disabilities, the preparation of educational institutions with regard to accessibility, teacher training, hiring of support staff and specialized professionals, school support for families, and the participation of society in the inclusion of students with disabilities in schools.