Social Representations of Teachers Regarding the Inclusion of Students with Disabilities: An Exploratory Study

Abstract

This study investigated the social representations of municipal school-teachers in Fortaleza regarding the inclusion of students with disabilities, considering differences between teachers in Regular Classrooms (RC) and Multifunctional Resource Rooms (MRR), as well as the relationship between these representations and teaching practice. A total of 104 teachers participated, 54 from RC and 50 from MRR, aged between 25 and 60 years, of both genders and with varying lengths of experience in inclusive education. The Free Word Association Technique (FWAT) was applied, using the stimulus phrase “When you think about the inclusion of students with disabilities, what are the first five words that come to mind?”, along with a questionnaire on pedagogical practices. Data were analyzed using the IRaMuTeQ software, employing prototypical analysis to identify the central and peripheral elements of the social representations. The results were interpreted based on Social Representations Theory from the perspective of Moscovici and Abric, and indicated that both groups share a common central core in their representations, composed of “respect,” “welcoming,” and “accessibility.” However, RC teachers emphasized barriers and everyday challenges, as well as affective aspects and family participation, whereas MRR teachers highlighted legislation, rights, and the specificities of the target population of Specialized Educational Assistance, adopting a more technical and normative perspective. The discussion suggests that such differences reflect the distinct demands and functions of each teaching context, influencing how school inclusion is conceived and implemented, and reinforcing the importance of continued policies and teacher training.