The CONTINUOUS TRAINING OF EARLY CHILDHOOD EDUCATION TEACHERS WITH A VIEW TO AN INCLUSIVE PRACTICE FOR STUDENTS WITH DISABILITIES

Abstract

This article is the result of a study that sought to analyze and discuss the importance of continuing education as a search tool for an inclusive school as well as verify the association between theory and practice as a facilitator in the face of challenges handled by professionals that act in child education. Starting from the assumption that to get a real inclusion it is necessary that there is training of professionals and that it is supposed to be continued due to its relevance beyond initial training, sought to answer the following question: What are the impacts of teacher’s continuing education in the search for inclusion of students with disabilities enrolled in child education? Specifically, the objective of this study was to analyze and discuss the importance of this training for professionals that work with the inclusion of students with disabilities in child education from the perceptions of different authors that deal with the topic. In this sense, the methodology used was a bibliographic review with a qualitative and descriptive approach. Among the findings, it was observed that the continuing education of teachers facilitates and enables the improvement in the inclusion of students with intellectual or physical disabilities since this training modality offers instruments for the improvement of the action of teachers in the school environment.