Language disorders: a view of teachers for educational practices

Abstract

This article got a brief visualization of Special and Inclusive Education in the municipality of Rio Branco, Acre, focusing especially on the procedures used by teachers to include students diagnosed with Language Disorders in their classroom practices. To reach this goal, we anchor ourselves in collaborative research and field activity. The study included primary school teachers from first to 5th year and from 6th to 9th grade from an EBTT college of the public school system. The results allowed observing and monitoring the process of execution of some specialized educational services in the studied school. It was also possible to verify that there are multiple actions taken by teachers to promote school inclusion in their classes, not only students diagnosed with language disorders, but also all others with the most varied types of disabilities, seeking to meet the limitations of students, and also what is stipulated in the Law of Guidelines and Bases of National Education.