Processos de identificação e diagnóstico : os alunos com deficiência mental no contexto do atendimento educacional especializado

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

2011

RESUMO

The main objective of this research was to understand how the processes of identification and diagnosis of students with mental disabilities, in the context of Specialized Educational Services, have been produced. The analysis sought to establish a comprehensive dialogue with the diagnostics and classification manuals in order to know the logic that supports the production of the diagnosis of mental disability, its dimensions ¿ clinical and pedagogical -, its relations and, its effects in the scholar area. Based on the theoretical contributions of the systemic thinking, especially in Humberto Maturana and Gregory Bateson¿s propositions, we start from the premise that the decision on the frequency of students to the different school spaces has a constitutive effect for the subject. Thereby, the decision on the condition of disability and the offering of specialized support should be made based on the pedagogical aspects of learning in different contexts and the valorization of the educating process. The Municipal Schools of Santa Maria were constituted as the locus of research development. The analytical approach directed to this context showed that the identification of the students attending the Specialized Educational Services was accomplished, mostly, through the action of teachers specialized in special education. How does the specialized teacher do the processes of identification of these students? Which theoretical and epistemological assumptions underlie his actions of identifying, evaluating and making decisions about the frequency of the student to the Specialized Educational Service? The methodological approach of do it yourself offered sustainability to the investigative movements. Different methodological tools were used, such as the analysis of official documents, the analysis of descriptive opinion elaborated by the teachers, questionnaires and interviews. Among the evidences, it is emphasized that the identification of students with mental disabilities tends to focus on teaching and learning aspects. The identification of the mental disability is presented as a criterion for the admission of the student of the specialized service. The process of defining this disability, even when it is performed by an educational professional, in many investigated cases, tends to be founded on assumptions that can be identified as coming from the clinical area. Nevertheless, it was possible to highlight the emergence of different positions and the coexistence of distinct trends of understanding of the diagnostic process expressed in the teaching feedback. The aspects recognized as promising are the ones that show the perception of the potential elements, the highlight of the relations that integrate the learning situations and the appraisal of the resources to be mobilized.

ASSUNTO(S)

special education inclusão escolar deficiente mental mental disabilities diagnosis specialized educational services school inclusion educazione speciale deficienza mentale diagnosi servizio scolastico specializzato inclusione scolastica educación especial discapacidad mental diagnóstico atendimiento educacional especializado inclusión escolar

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