ABSTRACT
This chapter discusses teacher education in the field of Special Education in Brazil. It presents the results of nationwide research on teacher education in Brazil which aims to address the challenges linked with diversity, particularly those related to the needs of learners in Special Education. The Brazilian Special Education policy seeks to provide access to a mainstream class in a full-time programme for learners with special educational needs. Regarding specialist teacher initial education, the survey data indicate that teachers tend to value the form of training that they themselves have been exposed to. The results of the Observatorio Nacional de Educacao Especial (ONEESP) study revealed a lack of teachers who are adequately specialised to take on the work of Multifunctional Resource Classes (MRCs) in inclusive schools. The range of instruction offered through in-service training and postgraduate education has been well diversified in Brazil. The challenging working conditions facing Brazilian education professionals in general are also seen in MRCs.
