Escorts and/or teachers? The personification of Special Education in regular schools in Minas Gerais

Abstract

This article analyzed the roles performed with students who are the target audience of Special Education and the challenges faced by education professionals working in mainstream schools in Minas Gerais, Brazil. The study involved specialized teachers (Specialized Educational Assistance and Support for Communication, Language, and Assistive Technologies). The research involved online questionnaires and focus groups, with the data indicating a predominantly female demographic (97.06%), 45.45% held undergraduate degrees, 51.52% specialization, and 3.03% master’s degrees; 48.48% had between 5 and 10 years of experience. The roles performed by specialized professionals go beyond those outlined in official guidelines. Frequent complaints include lack of collaboration with regular teachers, inadequate training, and isolation within the school. The data reveals the urgent need for active listening to these professionals and clearly defining their roles with a collaborative focus within the school environment.

Keywords
Special Education; Special Education Teachers; Inclusion