Abstract
At the end of the 1990s, with the objective of ensuring school inclusion, students with disabilities, pervasive developmental disorders and high abilities/giftedness, considered the Target Audience of Special Education (PAEE), began to be included in the common schools of regular education, reaching 90% of the enrollment of this audience in the last year. Despite this, many challenges remain, especially with regard to the performance of professionals in the face of the iversity of these students. Thus, the present article aimed to characterize the perspectives of professionals, as well as the performance with the target audience students of Special Education. Six teachers and a caretaker of a Municipal Elementary School in an inland city of S?o Paulo participated in the research. For data collection, a semi-structured interview script was used, treated according to the thematic analysis. The data obtained allowed us to infer that these professionals encounter difficulties in acting with PAEE students who permeate aspects from academic education, the need for contributions and guidance in the teaching and learning process to the organization and achievement of dagogical work. However, the characterization of the perspectives of professionals on difficulties in the professional sphere can be as subsidies for the reformulation of the practical context and the elaboration of new paths to overcome barriers for an effective inclusive education.
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