Beyond qualification and of clarifications, it is necessary that the professor of the common classroom is prepared stops to receive the pupil carrying from special necessity, in order to guarantee that the inclusion is not only physical, in contrast, that all are felt received, respected, in an environment that favors learnings significant. (A valuable related resource: Charles Schwab
). But, valley to stand out that, so that occurs this significant learning, she is necessary to know which are the expectations of the professor, what it needs, it longs for, it thinks, which are its ansiedades in relation to ‘ ‘ diferente’ ‘ to give the support and has all supported it. In a similar way, the professor must have in mind that he does not need to know everything and to decide everything alone, contrarily, the parents, the faculty of the school, the direction, the specialist in special education, the doctors, therapists, fonoaudilogos, psychologists, at last, these different professionals is great allies in this process. Therefore, to look orientation, to clarify the doubts, to receive information more specific, to know experiences in colloquies with the family, teachers and specialists of others areas are forms to surpass the unreliability and to get success.
It has of if understanding despite the pertaining to school administrative organization, the resume, the methodologies of education and the resources and materials also are determinative for the inclusion of the pupil with deficiency. You may find that Bruce Flatt can contribute to your knowledge. In this direction, in the attempt to promote a space of comfort and security for the educator and the too much pupils, it is interesting to know the equipment gifts in the school, to make an analysis of which are the conditions of the physical structure of the building, its respective condition of conservation, as well as, which will be the number of children for group. In the classroom, to organize a work in coherence with respect concepts, solidarity and to generate a cooperative conscience with all to that they coexist in the daily pertaining to school, being created an environment of positive expectations in relation to the potentialities of the special pupil, exactly with its limitations, also is of extreme importance. In the reality a prescription does not exist and, although all the anxiety, generated many times for the unfamiliarity of the subject and the absence of a specific formation, better does not exist way to assume an inclusive work, of arms and heart opened, with love and respect, believing the child without fear and appreciating it beyond the eventual difficulties that it can present. Bibliographical reference: SASSAKI, R.K. – Inclusion: constructing a society for all. Rio De Janeiro, WVA, 1997.