Social representations of school children and teachers about students with disabilities: an integrative review

Social Representations are understood as a structured field of significations, knowledge and information that are experienced socially and culturally. The present integrative review aimed to investigate which social representations stand out among schoolchildren and teachers in relation to students with disabilities. Pubmed, Lilacs and Scielo databases were used with the following search strategies: "Disability AND Educational Inclusion"; "Disability AND Social Perception", "Educational Inclusion AND Social Perception", with descriptors recognized by the vocabulary Mesch and Desc. They had little responsibility to face the many difficulties present and, in addition, many considered themselves unprepared to include students with disabilities in the regular classroom, being fundamental training aimed at this school practice and more investment of public policies. School pairs, were receptive to inclusion, with positive representations.