The teaching-learning process of adolescents with intellectual disabilities in the view of educational professionals

The inclusion of students with intellectual disabilities in regular education changed the reality until then, treating them in a special way according to their abilities and limitations. It is not only about inserting them, but also offering services through specialized services that organize resources according to your specific learning needs. This study aimed to evaluate the teaching-learning process of adolescents with special needs/intellectual disabilities of a Municipal School in the municipality of Montes Claros-MG. Methodology: This is a descriptive study, with a qualitative approach, conducted through a semi-structured interview with professionals about the teaching-learning process of adolescents with intellectual disabilities. Results: Through the analysis of the data, it is possible to perceive that the professionals, despite having difficulties in dealing with this public, are seeking training and teaching methods that contribute to the evolution of these students, both social and learning. Conclusion: The school inclusion of students with special needs is a process that has undergone several transformations and to be effectively implemented, there must be a contribution from the various sectors of society, not only is a responsibility of the school and family, but also of the society.