With greater availability of schooling for all, Brazilian schools are being challenged to reorganize themselves in favor of providing schooling for all students, responding to the challenges of including children with special educational needs (SEN) in the mainstream education process. This paper presents an overview of the history and legislation on inclusion and the innovations that have been proposed by educators and government agencies. It also focuses on the needs of teacher education, in particular their ability to innovate and improve interaction with all students. In this context, we highlight the role of their educational social skills (ESS), presenting studies on the impact of teacher's social skills in students' scholastic achievement. We defend the provision of two alternatives for specialist support for teachers in order to promote development of their ESS, the aim of which reverts towards promoting school inclusion of students with SEN.
Special Education; Social Skills; Inclusive Education; Teacher Training