LAUSR

This research aims to analyze the perception of teachers working in the area of basic Education Sciences, from the primary and secondary levels of public schools in Coari city, Amazonas, Brazil, on inclusive education, and indicate difficulties inherent in this type of education and the situation of accessibility in schools. The questionnaire was formulated and applied for 23 teachers to identify the profile of the teachers studied and their perspectives on inclusive education. A descriptive and exploratory quantitative approach was adopted as a methodology. The data obtained showed that teacher training on this subject is insufficient, since the teachers analyzed feel insecure to receive students with special needs. The contributions derived from the results obtained reveal that it is necessary to reflect and act on inclusive education, both in terms of physical and educational access to students, and in relation to teacher training. It is hoped that this work can contribute to a reflection on greater social awareness on this topic and that more research on inclusive education and accessibility can be carried out to promote equitable education in the education system.