TEACHER CONCEPTIONS ABOUT THE ADOPTION OF INCLUSIVE PRACTICES IN REGULAR SCHOOLS
Keywords:
Inclusive Education, School Physical Education, Teacher TrainingAbstract
This research aimed to understand Physical Education teachers’ perceptions of the inclusion of students with special educational needs in public and private schools in the Caparaó Capixaba region (ES), Brazil. The study found that most teachers have limited professional experience and insufficient training in inclusive education, which directly affects their performance with students with disabilities. Results also indicated that class resistance, lack of infrastructure, and absence of continuing education are among the main challenges to inclusion. Despite these barriers, participants recognize Physical Education as a key tool for promoting socialization, cooperation, and holistic development, emphasizing the importance of public policies that foster teacher training and inclusive school environments.
