Percepções e práticas de professores especialistas em educação especial que atuam como regentes em classes inclusivas

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This aim of this study was to analyze the possible correlation among formation, perceptions and practices by official special education teachers of early education students with disability. The participants were three Londrina-PR municipal teaches with post graduation in special education with a generalist perspective, and working with inclusive processes of such students in the 2008 school term. Data were gathered through semi structured interviews and direct classroom observations. Considering the objectives and methodology, the research is of a qualitative nature. Data from the interviews were grouped into themes which composed seven categories of analysis, and were discussed through the procedures of content analysis. Data from the observations were analysed by speech samples of significant statements as associated with the categories identified for the interviews. The results provided evidence that participants understood the need to add more knowledge of theory to their action of hosting special needs students and to the pedagogical actions to encourage participation and learning for the entire group of students, so that they worked for the socialization of disabled students in the class and vice-versa, provided individual assistance with diversified contents, adapted materials properly and put emphasis on participation and learning. Research participants evaluated the effect a post graduation course they attended on special education in a generalist perspective, with a positive reaction, and several correlations with their daily pedagogical practice they do (or try to) were made to show how inclusion is handled in their classes as a result of such course. Suggestions for improvement of this course were: increasing time for direct training, deeper approach on autism and more research on inclusion. Through the data and the analyses, we consider that the course organization, as a source of this study, should take into account the needs the participants pointed out. We further identified the need to sharpen skills on planning for classroom activities to ensure a special needs teaching compatible and feasible as related to the needs of the other students in the regular teaching and the curriculum requirements, since during this research, we found some identical procedures being adopted either to special and regular students, in a completely distinct and inadequate manner.

ASSUNTO(S)

professores de educação especial - formação inclusão social educação especial teachers formation special education special education inclusive education

ACESSO AO ARTIGO

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