The relationship between the parents also influence this process: how they are, how they go at each other, what are the patterns that govern the relationship, etc. In recent years, has been talking about the various methods it is important to develop methods of discipline, and education for children. Some parents are confused and perplexed, it does not learn how to maintain a firm stance at the time to discipline their children. It is not just to see the happiness, but to build an environment that helps the child feel safe, confident, loved, with limits and in a predictable and consistent context for them. The happiness of children depends not only on what parents do or fail to do. Each child has their own perception and way of understanding the world. The reality is that happiness is one aspect in the training of children.

We also require children be responsible, social responsibility towards others, able to engage in their responsibilities to family, school and generally socially. We can not do without the others in this life. Learn to find happiness, even in the service and not just personal. And of course I hope that their children achieve happiness, but especially when they are not, do not hesitate to look to be better people.

Currently it is not more acceptable to mensurar static and definitively these individuals. As the Guenther says (2000, p.45): ' ' without a doubt, they them children (superendowed) are not equal between itself, but if they equal to this level to be different of outros' '. Thus being, as any child is important acolhedor environment in house and the school. The choice of this subject had as purpose to demonstrate the lack of preparation of the Brazilian Service of Education, as well as the academic quarrels carried through in order to provide one better boarding of the subject.

As it relates Almeida (1999, P. 78), ' ' practical psychological that guides the professional performance will be, necessarily, reverse speed-meant if supported in theories that emphasize the objective and subjective factors of the process teach-to learn, the conditions of the partner-cultural context, the importance of the Inter relations and intra-subjective professor-pupils, the apprentice as subject of the knowledge and the social paper of the school, in the formation of the citizen. The reverse speed-significao of the performance professional it passes, therefore, for the appropriation of theoretical referenciais that take in consideration interactive, conscientious and unconscious the processes constituent of the citizens in process of education, development and learning, in a psicodinmica and partner-historical perspective, whose focus is not the individual but the citizens in relao' '. Currently the work of the psychologist in the educational area has if extended significantly, long ago we occupied a room in the corridors of the school, today the psychologist who if involves with the learning can be inserted in some educative contexts.

al. (2004, P. 38) ' ' the pupils are different in its rhythm of learning and its personal ways to face the educational process and the construction of its conhecimentos' '. In the interview, the teacher tells that the main necessities of the pupils of this type of classroom are the memorization difficulty, and such to solve this problem use methods as, to count histories. to surpass the difficulties to calculate, makes concrete object use. Thus we can verify that the special education in these colleges searchs if to adjust the difficulties and limitations of each pupil being used resources, materials of support in order to get better conditions of education. Moreover, the professors demonstrated to good will when facilitating the contents to become simple the learning and, to create an environment of cooperation between the pupils, being elucidated that the integration without exclusion is alcanvel objective.