Teorinė vaiko dalyvavimo, tenkinant specialiuosius ugdymo(si) poreikius, analizė parodė, kad aktyvinant vaiką dalyvauti specialiųjų ugdymo(si) poreikių tenkinime, galima padėti jam atrasti mokymo(si) prasmingumą, mokykloje perteikiamų žinių koreliaciją su savo interesais, vertybėmis. Suaugusieji, norintys padėti vaikui dalyvauti, turi mokėti pripažinti kiekvieno vaiko gebėjimus. Edukologiniuose mokslo šaltiniuose vaiko dalyvavimas neatsiejamas nuo humanistinio ugdymo idėjos, kurios esmė kiekviename vaike matyti augantį žmogų. Vaiko dalyvavimas tenkinant jo specialiuosius ugdymo(si) poreikius turi būti vientisas, o ne epizodinis. Vaikas turi suvokti šios veiklos tikslus, žinoti, kodėl jis turi tą daryti. Svarbu, kad komandoje, kurioje modeliuojamas specialiųjų ugdymo(si) poreikių tenkinimas, vaikas netaptų „dekoracija“, o užimtų prasmingą vaidmenį. Magistro darbe iškelta hipotezė, kad mokinio, turinčio specialiųjų poreikių, aktyvesnis dalyvavimas ugdymo(si) problemų sprendime atveria platesnes galimybes įtakoti jo mokymo(si) motyvaciją bei suaugusių ugdymo proceso dalyvių tikėjimą vaiko galimybėmis bei kurti palankesnes, vaiko įgalinimą skatinančias, ugdymosi aplinkas. Empiriniam tyrimui atlikti buvo pasirinkti kokybinio tyrimo metodai: interviu su tyrime dalyvaujančiais mokiniais, turinčiais specialiųjų ugdymo(si) poreikių, diskusija grupėje (Focus grupė) su mokinių, dalyvaujančių tyrime, tėvais bei mokytojais, dirbančiais su minėtais mokiniais, atvejo tyrimas natūraliame... [toliau žr. visą tekstą] / The theoretical analysis of the participation of a child in satisfying the special needs of education has shown that it is possible to help the child to discover the meaningfulness of learning, the correlation between knowledge given at school and his or her interests and values while encouraging the child to participate in satisfying the special needs of education. The adults, who want to help the child to participate, must be aware of recognizing the abilities of every child. The participation of a child is related to the idea of humanistic education in the academic literature of education. The essence of this idea is to see the growing person in every child. The participation of a child in satisfying his special educational needs must be integral, not episodic one. The child has to perceive the aims of this activity and to realize why he has to do that. It is very important that a child would not become a “décor” and would have a significant role in the team in which the satisfaction of special educational needs is being designed. In Master’s degree paper hypothesis was raised-more active participation of children with special needs in educational problem solving process opens wider possibilities to influence their learning motivation. Thus adult educational process participants start to believe in children’s abilities and then they create a more congenial educational environment, which induces a child’s capacities. The methods of qualitative research (interview with the... [to full text]

Magistro darbe buvo atlikta teorinė mokslinės literatūros analizė apie stresą, jo įveikos būdus, mokyklinį stresą ir jo įveikimą, mokinių paauglystės psichologinius ypatumus. Taip pat nagrinėti autorių darbai apie mokyklinio streso įveikos stilius ir naudojamas strategijas. Iškelta hipotezė, kad vyresnių klasių mokinių naudojami streso įveikos stiliai skiriasi, lyginant specialiųjų ugdymo(-si) poreikių turinčius mokinius ir jų bendraamžius. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – ištirti vyresnių klasių mokinių, turinčių specialiųjų ugdymo(-si) poreikių, streso įveikos ypatumus. Atlikta statistinė (aprašomoji vidurkių, koreliacijų) duomenų analizė. Tyrime dalyvavo 216 bendrojo lavinimo mokyklų vyresnių klasių mokinių, iš kurių 114 – mokiniai, turintys specialiųjų ugdymo(-si) poreikių, 102 – jų bendraamžiai. Empirinėje dalyje nagrinėjami vyresnių klasių specialiųjų ugdymo(-si) poreikių turinčių mokinių ir jų bendraamžių naudojami streso įveikos stiliai; patikimo mokytis mokykloje, mokymosi rezultatų ir mokyklinio streso įveikos stilių ryšiai; vyresnių klasių mokinių mokyklinio streso įveikos ypatumai. Svarbiausios empirinio tyrimo išvados: 1. Mokiniai, neturintys specialiųjų ugdymo(-si) poreikių, dažniau renkasi adaptyvaus vengimo mokyklinio streso įveikos stilių. 2. Specialiųjų ugdymo(-si) poreikių turinčios mergaitės dažniau renkasi streso įveikos stilius, orientuotus i problemos sprendimą bei emocinį reagavimą, negu specialiųjų... [toliau žr. visą tekstą] / Master thesis performed a theoretical analysis of scientific literature on stress, school stress, the coping methods, psychological characteristics of adolescent students. Also it was analyzed styles and strategies of school stress coping. Hypothesis, that high school students’ used styles of stress coping are different compared to the students with special educational needs and their peers. The study was conducted the questionnaire method. Research destination – investigate stress coping characteristics of high school students with special educational needs. It was conducted the statistical (descriptive averages, correlations) data analysis. The study included 216 general education high school students, of which 114 - students with special education needs, 102 - their peers. The empirical part deals with high school special education (learning) needs of students and their peers used stress coping styles; connections between styles of school stress coping, pleasant to learn at school and learning outcomes; characteristics of high school students’ stress coping. The main empirical findings: 1. Students, who do not have special educational needs, more adaptive choice of school avoidance stress coping styles. 2. Girls with special educational needs more often choose stress coping styles, oriented to solving the problem and emotional response than boys with special educational needs. 3. The connections between stress coping styles, oriented to solving the problem, emotional... [to full text]

Baigiamojo magistro darbo teorinėje dalyje buvo atskleisti SUP turinčių mokinių ugdymo integracijos procesai, ugdymo specialiojoje mokykloje ir integruoto ugdymo bendrojo lavinimo mokykloje bruožai bei individualizuotų programų taikymo specialiųjų poreikių vaikams taikymo teoriniai aspektai.Empirinėje darbo dalyje pateikiamas kiekybinis tyrimas, kuriuo metu respondentai įvertino įvairių SUP turinčių mokinių ugdymo formų (integruoto/inkliuzinio, bendrojo lavinimo mokykloje specialiojoje klasėje, specialiojoje mokykloje ir ugdymo namuose) tinkamumą bei jų taikymo ypatumus. / Master thesis theoretical part revealed an integration process of pupils with special educational needs, features of special education in special school and education in comprehensive school and individualized programs for children with special needs for the application of the theoretical aspects.The empirical part of the presentation of quantitative research in which respondents rated different educational forms for pupils with special educational needs (integrated / inclusive education, education in comprehensive school in a special classroom, education in special education school and education at home), and the appropriateness of their features.

Darbe atlikta teorinė selektyvųjį mutizmo sindromą turinčių asmenų ugdymo ypatumų analizė. Siekiant išryškinti ugdymosi ir švietimo pagalbos ypatumus selektyvųjį mutizmą turinčiam asmeniui Lietuvos švietimo kontekste pasirinktas atvejo analizės metodas. Atvejo analizei atlikti pasitelkti kokybiniai empiriniai metodai (pusiau struktūruotas interviu, pusiau struktūruota anketinė apklausa, pusiau struktūruotas stebėjimas, dokumentų analizė). Tyrimo duomenys apdoroti atliekant turinio (content) analizę ir diskurso analizę. Asmens socialinės, komunikacinės ir ugdymosi situacijos kitimams identifikuoti taikytas tęstinis tyrimas. / The paper deals with the theoretical analysis of the children with selective mutism education peculiarities. In order to emphasize peculiarities of education and educational assistance for person with selective mutism was chosen case study method. Qualitative empirical methods were used in case study: a semi-structured interview, semi-structured observation, semi-structured questionnaire and document analysis. The study data was processed by thee content analysis and discourse analysis. In order to identify the person’s social, communicational and educational situation changes the longitudinal study was applied.

Magistro darbe yra atlikta teorinė komandos ir komandinio darbo sampratos analizė, atskleistas komandinio darbo teisinis reglamentavimas, komandinio darbo organizavimo ypatumai, komandos ir komandinio darbo svarba tenkinant specialiuosius ugdymo(si) poreikius. Iškelta hipotezė, jog tikėtina, kad, tenkinant specialiuosius ugdymo(si) poreikius, formaliai reglamentuojamas darbas komandoje, tačiau realiai ugdymo proceso dalyviai dirba, orientuodamiesi į individualias veiklas. Tyrimo tikslas – įvertinti komandinio darbo organizavimo ypatumus bendrojo lavinimo mokykloje, tenkinant mokinių (vaikų) specialiuosius ugdymo(si) poreikius. Tyrimo objektas – komandinis darbas ugdant specialiųjų poreikių vaikus bendrojo lavinimo mokykloje. Siekiant patikrinti iškeltą hipotezę, buvo atliekamas kiekybinis tyrimas anketinės apklausos metodu. Tyrimo imtis – 182 respondentai, iš jų 117 pedagogų ir 65 tėvai, auginantys vaiką, turintį specialiųjų ugdymo(si) poreikių. Kiekybinis tyrimas buvo atliekamas rytų Lietuvos bendrojo lavinimo mokyklose 2009/2010 m.m. Gautiems tyrimo duomenims apdoroti buvo taikoma statistinė tyrimo duomenų analizė (deskriptyvinės ir daugiamatės statistikos metodai). Empirinėje magistro darbo dalyje nagrinėjami komandinio darbo ypatumai specialiųjų ugdymo(si) poreikių tenkinimo kontekste. Remiantis gautais duomenimis, atskleidžiama pedagogų ir tėvų nuomonė apie vyraujančią atmosferą komandoje, respondentų požiūrį į komandinį darbą, komandinio darbo būdus bei organizavimą. ... [toliau žr. visą tekstą] / The concept of team and teamwork is analyzed theoretically, the legal regulation of teamwork, the peculiarities of teamwork organization as well as the importance of the team and teamwork meeting special educational needs is revealed in the master’s thesis. The hypothesis of the work is that it is probable that in meeting special educational needs, the work in a team is regulate nominally, but the parties of the education process work orients to individually activities realistically. The aim of the research is to evaluate the peculiarities of teamwork organization meeting special educational needs of the schoolchildren in comprehensive school. The object of the research is the teamwork in educating the children who have special needs in comprehensive school. In order to verify the hypothesis of the research, the quantitative analysis using the questionnaire method was carried out. The amount of research is 182 respondents – 117 pedagogues and 65 parents who grow a child having special educational needs. The statistical data analysis (the methods of descriptive and multivariate statistics) was used to generalize the data of the research. The peculiarities of teamwork in the context meeting special educational needs are analyzed in the empirical part of the paper. The opinion of the pedagogues and parents on the team atmosphere, the attitude of respondents towards the teamwork, the methods and organization of the teamwork is revealed on the basis of the data received. The... [to full text]

Magistro darbe atlikta teorinė specialiųjų ugdymosi poreikių mokinių bei jų įprastos raidos bendraamžių bendravimo, sąveikos ypatumų analizė. Interviu metodu buvo atliktas tyrimas, kurio tikslas - apklausiant 3-4 ir 7-8 klasių specialiųjų ugdymosi poreikių ir įprastos raidos mokinius išsiaiškinti šių moksleivių tarpusavio sąveikos ypatumus. Atlikta turinio (content) analizė duomenims apibendrinti. Tyrime iš viso dalyvavo 32 bendrojo lavinimo mokyklos mokiniai besimokantys 3-4 ir 7-8 klasėse. 21 mokinys – įprastos raidos, 11 – turintys specialiųjų ugdymosi poreikių. Empirinėje dalyje nagrinėjamas bendrojo lavinimo mokyklos mokinių gebėjimas atpažinti bendraklasio SUP, šio klasės draugo patiriamų sunkumų suvokimas, mokinių sąveika su SUP klasioku pamokų metu ir po jų, su kokiu požiūriu į specialiuosius ugdymo poreikius normalios raidos mokiniai susiduria savo artimiausioje aplinkoje. Svarbiausios empirinio tyrimo išvados: 1. Dominuoja daugiau teigiama 3-4 klasių mokinių sąveika. Tą įrodo mokinių galimybės būti lygiaverčiais grupės nariais, palankus savo klasės vertinimas, bendradarbiavimas pamokoje, noras bendrauti ne tik mokykloje, kada sąveikos ne visada galima išvengti, bet kartais kuriamos ir papildomos sąveikos galimybės po pamokų. 2. Dominuojančią teigiamą sąveiką 7-8 klasėse rodo tai, jog dauguma linkę bendrauti ir bendradarbiauti su silpniau besimokančiais bendraklasiais, nesistengia jų išskirti, stengiasi padėti sunkumų metu. Dalis paauglių kuria papildomos... [toliau žr. visą tekstą] / The paper deals with the theoretical analysis of the interaction peculiarities of children who have special educational needs with their peers. Interview method was conducted with the objective - interview 3-4 and 7-8 special educational needs pupils and their typically developed peers to find out the interaction features. The data of the research was generalized using the content analysis 32 persons studying in 3-4 and 7-8 grades participated in the research: 11 schoolchildren who have special educational needs and 21 pupils whose development was typical. The empirical part analyses the abilities of general education pupils to recognize their peers with special educational needs (SEN), understanding the experienced difficulties of the classmate, interaction of students having SEN with their classmates at school and beyond, the attitude towards SEN in the immediate environment of regular education students. The main conclusions of the research: 1. Interaction of 3-4 grades pupils is more positive. This demonstrates the possibility for students to be equivalent to the group in favor of his class evaluation, co-lesson, the willingness to communicate not only at school when it’s not always possible to avoid the interaction, but sometimes they create additional opportunities to interact after school, too. 2. The fact that the majority of 7-8 grades students tend to interact and collaborate with SEN classmates, do not try to distinguish them, try to help during difficulties... [to full text]

A presente pesquisa está vinculada aos estudos realizados pelo Núcleo de Estudos em Políticas de Inclusão Escolar do Programa de Pós-graduação em Educação da Universidade Federal do Rio Grande do Sul. Tem como objetivo a análise de como ocorrem os processos inclusivos de crianças com necessidades educativas especiais, nas séries iniciais do Colégio de Aplicação da UFRGS. O objetivo geral traduz-se em questões como: Qual o perfil dos alunos do colégio? De que maneira se configura a organização curricular? O que entendem, docentes, responsáveis pelo serviço de orientação educacional e direção sobre inclusão? Quais as relações entre o Projeto Político Pedagógico e a promoção dos processos inclusivos? Que recursos são oferecidos para oportunizar a aprendizagem dos alunos? Foram analisados conceitos como Inclusão, Diferença e Necessidades Educativas Especiais, a partir de estudos da área da Educação e da Educação Especial, com ênfase em reflexões que abordam as inovações educacionais, a história e a política. Houve o resgate das diretrizes que configuram a legislação educacional nacional acerca da Educação Especial e da Inclusão. A pesquisa pode ser considerada de caráter qualitativo, assumindo as características de um estudo de caso, o qual focalizou o Colégio de Aplicação da UFRGS, com especial ênfase nas séries iniciais do Ensino Fundamental (quatro turmas de 1ª à 4ª série). Os instrumentos utilizados para a coleta de dados foram: entrevistas semiestruturadas com professores e gestores, observações do tipo participante e análise documental. Realizou-se um breve resgate histórico do contexto nacional da época de surgimento dos Colégios de Aplicação. A forma de ingresso de alunos no colégio dá-se através de sorteio público, garantindo a heterogeneidade do grupo de alunos e a democratização do direito às vagas. Foram identificados casos de crianças com necessidades educativas especiais, porém essa identificação esteve sujeita à variabilidade de percepção por parte dos profissionais envolvidos. No que se refere à organização curricular, a instituição estudada organiza-se a partir de projetos pedagógicos por etapas, além de oferecer apoios adicionais à sala de aula como Laboratórios de Aprendizagem para as crianças que apresentam dificuldades de aprendizagem. A avaliação é processual, cumulativa e registrada em pareceres descritivos. A formação docente mínima exigida é aquela em nível de Ensino Superior e há incentivo para a educação continuada dos professores. No entanto destaca-se o grande número de professores substitutos, com vínculo temporário, que integram o quadro dos professores responsáveis pelas turmas. Este fator favorece a rotatividade e a ausência de organicidade na relação docente/projeto pedagógico da instituição. A análise da experiência da pesquisa revelou divergências quanto ao entendimento da função do Colégio como lugar de pesquisa em função das dificuldades de acesso ao ambiente escolar. A história da instituição indica pontos de aproximação com os pressupostos inclusivos: flexibilidade, experimentação, busca de qualificação docente e oferta de apoios. Coexistem diferentes compreensões dos conceitos de inclusão e necessidades educativas especiais entre os professores que atuam nas séries iniciais. Os relatos demonstraram que a instituição estudada oportuniza poucas ocasiões de discussão dos temas relativos à inclusão, apesar da necessidade apontada por diversos docentes. Pode-se considerar o apontamento dessa necessidade pelos professores como sinalização da busca inicial de aprofundamento e estudo dos processos inclusivos que se instituem no colégio. / This research is related to the studies developed by the Nucleus of Studies of School Inclusion Politics of Masters Degree in Education Program of the Federal University of Rio Grande do Sul (UFRGS). It aims to analyse how the inclusion processes of children with special educational needs goes in the initial years of School of Application of UFRGS.The overall goal is translated into issues such as: What is the scholar profile of that school? How is the curricular organization configured? What the responsible personnel for educational assistance, academic board committee and directors know about inclusion? Which are the relations between the Pedagogic Political Project and the inclusion processes promotion? What resources are afforded in order to provide the student’s learning? Concepts like inclusion, diversity and special educational needs were analysed, starting with Educational area studies and Special Education, emphasizing reflections that approach education innovations, history and politics. The guidelines that configure the national educational laws, concerning the Special Education and Inclusion, were herein rescued. The following research can be considered qualitative, assuming case-study characteristics, which focused on the School of Application of UFRGS, scoping the initial series of the Fundamental Teaching (four groups from 1st to 4th years). The instruments used for data gathering were: semi-structured interviews with teachers and managers, participant-type observations and documental analysis. A short historical rescue was done, back to the national context during the time when the Schools of Application came up. Students are admitted in the school goes by public draw, what drives the heterogeneity of the students' group and the democratization of admittance right. Cases of children with special educational needs were noticed indeed, even though that issue was subjected to the variability of involved professional’s perception. Refering to the curricular organization, the studied institution is organized from pedagogic projects in phases, as well as offering additional support-facilities to the classroom, such as Learning Laboratories, for those children who show learning difficulties. The evaluation is procedural, cumulative and registered by descriptive opinions. The institution demands teachers with, at least, Tertiary or Undergraduate Education and there is incentive for the their continuous education. However, a great number of substitute teachers with temporary bond, who are in the responsible teachers' groups, quits out. It favors the turn over and the organization´s losing relationship betwen the pedagogic project and the teachers. The analysis made in this research revealed misunderstandings of the School’s role as a researching place, specialy those related to the physical access difficulties to the school atmosphere. The institution history indicates approach points with the inclusive presumptions: flexibility, experimentation, research of educational qualification and supportsfacilities availability. Different understandings of the inclusion concepts and special educational needs coexist among teachers that run in the initial series. The reports make it clear that the studied institution offers few oportunities for discussing those themes relative to the children's inclusion with special educational needs, despite several teachers have pointed the needs. When teachers do it, it can be considered as the very-first step for researching and study of the inclusive processes that are instituted at school in a deeper way.

This diploma thesis focuses on the topic of motivation for a job of teaching assistant and reasons for maintaining in the status. The theoretical part of the diploma thesis is divided into seven chapters. It is mainly focused on development of school integration, pupils with special educational needs and posibilities for taking part into the regular schools in the Czech Republic. It describes attitudes of general public towards people with disabilities, indicators of educational inclusion and inclusive culture of school. It describes the role of a teaching assistant his duties, competences and workload in educational context. The main object of a research presented in the empirical part is to examine the reasons that are related to acceptance of a job of teaching assistant. Furthemore, it analysed motivation for remaining in the status of teaching assistant in a long term. The research was realised by the in-depth interviews.

A presente Dissertação de Mestrado aborda o tema da Inclusão Escolar. É uma investigação que utiliza a abordagem qualitativa e elenca como problema de pesquisa as dificuldades que se apresentam na inclusão dos alunos com deficiência mental matriculados no ensino regular e que provocam o ingresso dos mesmos na Escola Especial. Partindo-se do pressuposto de que, cada vez mais alunos com necessidades especiais estão sendo matriculados em escolas regulares, procurouse através desta pesquisa refletir sobre as ações implementadas na escola regular que favorecem ou não um processo de inclusão de qualidade para os alunos com diagnósticos de deficiência mental. Esta investigação teve como sujeitos 3 alunos com deficiência mental que freqüentam, atualmente, uma escola especial, mas que vieram egressos do ensino regular de escolas intituladas inclusivas, ou seja, alunos com um percurso na escola regular. Partindo do relato da trajetória escolar desses alunos, chegou-se às escolas regulares freqüentadas por eles e, tomando como base essas informações, investigou-se os fatores que favoreceram o ingresso no sistema de educação especial. Pesquisar a questão elencada possibilitou desvendar como se deu o processo de inclusão desses alunos, bem como o que causou seu afastamento das escolas regulares, favorecendo a reflexão de novas propostas e novas ações, evitando que os mesmos procedimentos ocorram com novos alunos, desencadeando o processo de exclusão. Constatou-se que não há, por parte dos educadores, uma negação à proposta inclusiva; há, sim, um receio de não saber como agir e o que fazer para promover o desenvolvimento cognitivo desses alunos. Pode-se perceber que, mesmo as escolas ditas inclusivas, apresentam, ainda em relação aos alunos com deficiência mental, muitas lacunas em suas práticas, refletidas pela falta de formação dos professores e falta de recursos materiais para estes e para os alunos incluídos. A inclusão de alunos que apresentam deficiência mental ainda é um desafio para as escolas regulares e, como tal, sujeita a reflexões, construções e reconstruções constantes durante o processo. Fica evidenciada, aqui, a necessidade de maiores discussões, estudos, pesquisas e ações sobre o assunto tanto nas escolas especiais quanto nas escolas regulares e uma formação continuada sistemática e específica a cada situação vivida pelos professores, alunos e comunidade. / This master's degree final paper approaches the theme of school inclusion. It investigates through qualitative approach the difficulties that arise upon including mentally challenged students registered in regular schools, and that cause them to subsequently join schools for "special children". Starting with the assumption that more and more physically or mentally challenged students are being registered in regular schools, it was tried to find out what measures are taken by regular schools that encourage or discourage a quality inclusion process for students diagnosed as being mentally ill. This study took 3 mentally challenged students who currently attend a school for children with special needs, but coming from a regular "so called" inclusive school, i.e., students with some experience in regular school life. Starting from the school background of these students, it was possible to spot the regular schools they had attended. Then it was investigated the factors contributing for their admission into special education system. Studying the focused problem enabled us to find out how the inclusion process of these students took place, as well as what caused their leaving the regular schools; this, in turn, stimulated the reflection upon new proposals and new measures, preventing the same from happening again with new students, which might again trigger the exclusion process. It was concluded that teachers do not deny to participate in the inclusion proposal; in fact, there is a fear of not knowing how to act and what to do to promote the cognitive development of these students. It was also concluded that the "so called" inclusive schools present many gaps in their practices concerning mentally challenged students, shown in the lack of teacher preparation and of material resources that teachers and included students faced. Including mentally ill students is still a challenge for regular schools, and as such, it is subject to constant reflections, constructions and reconstructions along the process. It was clearly shown the need for further discussions, studies, research and measures regarding this issue both in special and regular schools, and a continuous, systematic and specific preparation for each situation experienced by teachers, students and community.

A presente Dissertação de Mestrado aborda o tema da Inclusão Escolar. É uma investigação que utiliza a abordagem qualitativa e elenca como problema de pesquisa as dificuldades que se apresentam na inclusão dos alunos com deficiência mental matriculados no ensino regular e que provocam o ingresso dos mesmos na Escola Especial. Partindo-se do pressuposto de que, cada vez mais alunos com necessidades especiais estão sendo matriculados em escolas regulares, procurouse através desta pesquisa refletir sobre as ações implementadas na escola regular que favorecem ou não um processo de inclusão de qualidade para os alunos com diagnósticos de deficiência mental. Esta investigação teve como sujeitos 3 alunos com deficiência mental que freqüentam, atualmente, uma escola especial, mas que vieram egressos do ensino regular de escolas intituladas inclusivas, ou seja, alunos com um percurso na escola regular. Partindo do relato da trajetória escolar desses alunos, chegou-se às escolas regulares freqüentadas por eles e, tomando como base essas informações, investigou-se os fatores que favoreceram o ingresso no sistema de educação especial. Pesquisar a questão elencada possibilitou desvendar como se deu o processo de inclusão desses alunos, bem como o que causou seu afastamento das escolas regulares, favorecendo a reflexão de novas propostas e novas ações, evitando que os mesmos procedimentos ocorram com novos alunos, desencadeando o processo de exclusão. Constatou-se que não há, por parte dos educadores, uma negação à proposta inclusiva; há, sim, um receio de não saber como agir e o que fazer para promover o desenvolvimento cognitivo desses alunos. Pode-se perceber que, mesmo as escolas ditas inclusivas, apresentam, ainda em relação aos alunos com deficiência mental, muitas lacunas em suas práticas, refletidas pela falta de formação dos professores e falta de recursos materiais para estes e para os alunos incluídos. A inclusão de alunos que apresentam deficiência mental ainda é um desafio para as escolas regulares e, como tal, sujeita a reflexões, construções e reconstruções constantes durante o processo. Fica evidenciada, aqui, a necessidade de maiores discussões, estudos, pesquisas e ações sobre o assunto tanto nas escolas especiais quanto nas escolas regulares e uma formação continuada sistemática e específica a cada situação vivida pelos professores, alunos e comunidade. / This master's degree final paper approaches the theme of school inclusion. It investigates through qualitative approach the difficulties that arise upon including mentally challenged students registered in regular schools, and that cause them to subsequently join schools for "special children". Starting with the assumption that more and more physically or mentally challenged students are being registered in regular schools, it was tried to find out what measures are taken by regular schools that encourage or discourage a quality inclusion process for students diagnosed as being mentally ill. This study took 3 mentally challenged students who currently attend a school for children with special needs, but coming from a regular "so called" inclusive school, i.e., students with some experience in regular school life. Starting from the school background of these students, it was possible to spot the regular schools they had attended. Then it was investigated the factors contributing for their admission into special education system. Studying the focused problem enabled us to find out how the inclusion process of these students took place, as well as what caused their leaving the regular schools; this, in turn, stimulated the reflection upon new proposals and new measures, preventing the same from happening again with new students, which might again trigger the exclusion process. It was concluded that teachers do not deny to participate in the inclusion proposal; in fact, there is a fear of not knowing how to act and what to do to promote the cognitive development of these students. It was also concluded that the "so called" inclusive schools present many gaps in their practices concerning mentally challenged students, shown in the lack of teacher preparation and of material resources that teachers and included students faced. Including mentally ill students is still a challenge for regular schools, and as such, it is subject to constant reflections, constructions and reconstructions along the process. It was clearly shown the need for further discussions, studies, research and measures regarding this issue both in special and regular schools, and a continuous, systematic and specific preparation for each situation experienced by teachers, students and community.