This article, focusing on Public Policies for Inclusive Education, emphasizes the formation of teachers to work with students who have special educational needs. The survey, conducted in 2007/2008 in a State School in Belo Horizonte aimed to investigate the training of teachers for the education, evaluate the process of inclusion of students mentioned in a government school in BH. Methodologically, we focused on the questionnaire that drew the outline of 25 teachers from the school. Ten teachers were interviewed, the school director and the manager of the Directorate of Special Education (DEEP). In synthesis, these data were collected: all teachers were in favor of Inclusive Education, none of which had capacity to work with this education, only two knew a bit of legislation on inclusive education, all said both have difficulty dealing with those students, and that large dropout of them.
Inclusive education; teacher training for inclusion, public policies for inclusive education
