This paper aimed at verifying how Inclusive Education projects have been implemented in regular education public and private schools located in a small town in the State of Paraná. The research sample was made up of two groups of teachers who have students with disability in their classrooms: (G1- two public school teachers) and (G2- two private school teachers) with a total of 26 participants. Questionnaires were applied and the results were examined according to content analysis and organized in categories. The results showed that, as yet, neither public nor private schools have adequate infrastructure to enable them to develop inclusive projects, and human resources are one of the main concerns. Most of the professionals showed their lack of understanding and preparation for coping with diversity in the classroom. Neither didactic and pedagogic resources nor proper methodologies suited to special students' needs were being developed in any of the four schools that were studied. Thus, inclusive practices in these schools are limited, with poor conditions for conducting quality inclusive teaching; these results hinder the students´ with disabilities rights to to learning, development and effective participation in society.
Inclusive schools; disability; basic education; special education
