Percepções dos familiares de estudantes público-alvo da Educação Especial sobre o Atendimento Educacional Especializado

The current Special Education policy from the perspective of inclusive Education points out as objective the acess to participation and the learning of students targeting Special Education (PAEE), Education systems must guarantee the participation of the Family and the community. This interaction is necessary to make the school inclusion process effective and the role of the family in the evaluation of specialized services offered to students. Thus, the study aimed to describe and analyze the perceptions of students family members PAEE about the Specialized Education Assistance service (AEE) offered in a large Amazonian municipality. It is a descriptive research developed through a qualitative approach. A father and four mothers of students participated PAEE, aged between 30 and 36 years. A semi-structured interview script was applied at a public school,located in the northern part of the municipality. The data were recorded transcrible  and analyzed by elaboration thematic categories, with the appreciation of three judges for the guarantee of reliability. The data brought favorable indicators regarding the parents'perspective. The participants considered the performance of the classroom teachers to be good multifunctional resources and problematize aspects related to the specialized services, as well as the analysis and reformulation of the current Special Education policy from the perspective of inclusive Education.