II Simpósio- artigos agrupados Editado ate pagina 1035

children with disability. Among those, three mothers, one father and one sister,
responsible for these children. The participants were chosen in accordance with to
following criteria: being a relative of a child with disability, who goes to a municipal
public institution for children education, as well as accessibility. The data were
collected in children education institutions, in rooms reserved for such activity, by
means of semi-structured interviews and by observing the non-participant observation.
The results show that there are attitudinal barriers in relation to the implementation of
the inclusion of children with disability in children education, as well as lack of
qualified professionals in the field of special education. There was not even one effort to
clarify, guide and follow up relatives in relation to these children. The relatives consider
education relevant and necessary, but it will still take long to have inclusion as a reality.
The data point out that the accomplishments in this field have been due to a lot of
individual struggle. According to the participants, it is necessary to have qualified
teachers, a better structure in the institutions, in physical and pedagogic aspects, more
vacancies, and multifunctional classrooms in order to fulfil the requirement of inclusion
in children education, to guarantee that children with special needs also have their rights
protected. Their relatives consider highly important that children should be inserted in
children education due to their global development, and because of the interaction
and/or socialization among children with or without disability.
Keywords: Perception of Relatives. Children with Disability. Children Education.
Inclusion.
INTRODUÇÃO
A família e/ou familiares de crianças com deficiência têm que garantir a
educação informal e formal de suas crianças e passam pelo mesmo processo de dúvidas
e incertezas causados pelo sistema educacional, principalmente quando se trata de uma
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