Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lee Cross. Includes bibliographical references (p. 152-163).

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Robert Hampel, School of Education. Includes bibliographical references.

Thesis (EdD)-Open University.

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Title from second page of PDF document. Includes bibliographical references (p. 118-123).

Thesis (Ph.D.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2007. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (M.Litt.) - University of Glasgow, 2008. / M.Litt. thesis submitted to the Department of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

This work is inserted into the line of research in Special Education of the Master‟s Degree in Education of the Graduate Program in the Federal University of Santa Maria. It was based on experiences in public schools, where students with learning disorders are present in a significant number and, considering the delimitation of students referred to Special Education by the National Policy of Special Education in the Perspective of Inclusive Education in 2008, are no longer part of the pedagogic assistance by Special Education teachers. The focus of this study was to analyze how the assistance of students with learning disabilities is happening, from the perspective of teachers. The research was characterized as qualitative and descriptive and used semi-structured interviews with eight Special Education teachers of municipal schools of Santa Maria and an enclosed questionnaire with the manager responsible for the area within the Municipal Education in Santa Maria, as instruments to collect data. For interpretation and assessment of the data, the technique of content analysis of Bardin (2008) was used. As a result, the research has shown that students with learning disabilities remain in regular classrooms at school. Some are assisted in the school environment by the Special Education teacher, but most are referred to care services outside the school, exempting the school from the responsibility of students not being able to learn. It also showed that Special Education is not being seen by teachers as an epistemological field of knowledge but as a service, a support, a modality. And finally, it‟s highlighted the importance of continuity in discussions of Special Education and Inclusive Education, especially when considering the design of synonymy in which both have been addressed, which should not occur in both the teachers' speech and theoretical references and, therefore, being imperative to deepen and clarify the differences pertaining to each area of knowledge and pedagogical action. / A pesquisa se insere na linha de pesquisa em Educação Especial do curso de Mestrado em Educação do Programa de Pós-Graduação da Universidade Federal de Santa Maria. Constituiu-se a partir de vivências em escolas públicas, onde alunos com transtornos de aprendizagem se apresentam em um número bastante significativo e, considerando a delimitação do alunado da Educação Especial prevista pela Política Nacional da Educação Especial na Perspectiva da Educação Inclusiva de 2008, não fazem mais parte do atendimento pedagógico por professores de Educação Especial. O foco deste estudo foi analisar como está acontecendo o atendimento dos alunos com transtornos de aprendizagem na visão dos professores. A pesquisa caracterizou-se como qualitativa descritiva e contou com instrumento para coleta de dados de uma entrevista semiestruturada com oito professores de Educação Especial da rede municipal de ensino de Santa Maria e um questionário fechado com o gestor responsável por esta área na Secretaria Municipal de Educação de Santa Maria. Para interpretação e apreciação dos dados, utilizou-se a Técnica de Análise de Conteúdo de Bardin (2008). Como resultados, a pesquisa mostrou que alunos com transtornos de aprendizagem permanecem nas salas de aula do ensino comum das escolas. Alguns são atendidos no ambiente escolar pelo professor de Educação Especial, mas a maioria é encaminhada a serviços de atendimento externos à escola, fazendo com que esta se exima da responsabilidade sobre a não aprendizagem de seus alunos. Também se evidenciou que a Educação Especial não está sendo vista pelos professores como um campo epistemológico do saber e sim como um serviço, um apoio, uma modalidade. Por fim, destaca-se a importância da continuidade nas discussões acerca da Educação Especial e da Educação Inclusiva, principalmente ao se considerar a concepção de sinonímia em que ambas vêm sendo abordadas, fato que tanto na fala dos professores como nas referências teóricas não deveria acontecer tornando, portanto, imprescindível o aprofundamento e o esclarecimento das diferenças atinentes a cada área de saber e à ação pedagógica.

In my diploma thesis I am largely based on practical experience gained during practice in a preschool facility, which includes a special pedagogical center. I deal primarily with the specifics of the preschool facility, professional workplace and their mutual cooperation. I describe the implementation of inclusive education in the facility. The main topic of the work is the naming and definition of the main factors that affect the successful implementation of inclusive care. The research methodology is a case study. As the main method of data collection, I chose structured interviews and the study of documentation. The aim of the work is to present functional and practical recommendations for other preschool facilities that could help them in the implementation of inclusive education. Keywords: Early care, inclusion, preschool education, special pedagogical center, support measures, professionals