Formação inicial de professores para atuarem no contexto das diferenças

Abstract

This article is on the training of future teachers who will operate in an inclusive education context. The review of the literature on the subject shows that this training takes different shapes and varies considerably from one training place or milieu to another. The differences lie at the level or scope of the content but also in the modalities or the management of their transmission to the future teachers. Globally the review shows that the teachers training seems to exercise, at least in the short term, a positive influence on the attitudes with respect to the welcoming and then the support granted to the handicapped students or those having difficulties to adapt or learn within a group principally made up of normal classmates. However, the literature contains only a few information regarding which modalities of training prove the most efficient in preparing the teachers to work in inclusive education classrooms. This review of the literature brings to light, so it seems, the importance to found the training of future teachers on fundamental principles that are clear and reflect as adequately as possible the spirit of inclusive education. The second part of this essay propose certain orientations to this effect.