inclusive education is a process under construction and given this new scenario, the conditions of education organized in public schools for these students are questioned because they usually do not correspond to the specific characteristics they present. Themain objective of this study was meeting and reflecting on the organization of this kind of education while focusing on the care of students with intellectual disabilities in different educational contexts in a small city in the state of São Paulo; the aim was to understand the perception of specialist teachers about teaching conditions designed for students with intellectual disabilities in mainstream schools. The research participants were all of the teachers who work in the Educational Support Services in the city.Semi-structured interviews were applied with all teachers of Educational Support Services in order to learn about their perceptions of the education of students with intellectual disabilities. Data analysis was discussed in articulation with literature reviews of recent studies in the field. The results indicate that we need to understand how inclusive practices are being carried out. We conclude that this study is a sample of an ongoing experience and we hope to contribute to the organization of teaching for students with intellectual disabilities.
Special Education; Inclusion; Intellectual; Disability; School Organization
