摘要：The teacher training aimed at the work with inclusive education with a focus on intellectual disabilities has been characterized as a major national challenge. Thus, the research strategies for training occupies an important place in this debate, in the search for solutions to equip ordinary teachers in a pedagogical practice that meets the needs of students with intellectual disabilities. Therefore, the objective of this study was to train specialist teachers of the Municipal Net of Education of São Paulo, through a pyramidal strategy, to act as mediators with their peers. The study included 220 professionals, who were responsible for training their peers in school, through a pyramidal strategic planning. The analysis based on questionnaires answered by mediator teachers, their descriptive comments, and records in field diary shows that the pyramidal strategy was favorable and that the necessary training reached its destination: the teacher of the common class.
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