INCLUSION IN SPECIALIZED TECHNICAL EDUCATION: PERCEPTIONS OF EDUCATORS AT A FEDERAL INSTITUTE IN MINAS GERAIS

Abstract

This article analyzes educators’ perceptions regarding the challenges and strategies involved in the inclusion of students with special needs in specialized technical education at a Federal Institute in Minas Gerais, Brazil. Using a qualitative-quantitative approach, the study involved 55 teachers selected through simple random sampling, with data collected via questionnaires and semi-structured interviews. The results highlight barriers such as inadequate infrastructure, lack of teacher training, cultural resistance, and scarcity of assistive technologies. Strategies such as material adaptation, differentiated methodologies, and the use of assistive technologies were identified as effective, though limited by insufficient institutional support. Comparative analysis with national and international studies reinforces the need for robust public policies, continuous professional development, and investments in accessibility. The study concludes that full inclusion requires coordinated institutional efforts in infrastructure, training, and awareness.