STUDENTS WITH DISABILITIES IN INSTITUTIONAL CARE CONDITION: CHALLENGES FOR MANAGEMENT AND SCHOOL INCLUSION

This paper discusses about management and school inclusion of students with disabilities who are living under institutional care conditions. The themes are relevant given that there is little research that aims to relate them. Therefore, this study aimed to investigate and understand the reality of educational management on the inclusion of students with disabilities living in institutional care conditions. Some authors were selected to support this study, including: Lück (2006); Libâneo, Oliveira and Toschi (2005); Sousa and Paravidini (2013); Carvalho (2006); Tezani (2010); Yin (2010); and Bardin (2011). This research was classified as qualitative case study. The instruments for data collection were semi-structured interviews and observations in the school the disabled student was enrolled in. The results point to a still deficient inclusive practice, and the school states that the support from the City Department of Education is still incipient in support to the work of school management in the provision of financial and human resources for the inclusion to happen. It can be observed that for inclusion to be effective, it is necessary a truly articulated work among all people involved in the process