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Educação especial na perspectiva inclusiva nos anos iniciais: o que diz a escola e a família
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 37651 | 1.03 MB | Adobe PDF |
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Abstract(s)
O processo de inclusão nos anos iniciais da Educação Básica vem com transformações dos sistemas educacionais, e isso inclui o cumprimento de leis e decretos que trazem nas suas orientações teóricas, condições de acesso para alunos com necessidades especiais na educação regular. São principalmente mudanças na gestão da educação e na formação dos professores, que garantem o acesso a alunos com NEE à educação inclusiva. Neste cenário, o objetivo geral desta dissertação é analisar como ocorre o processo de inclusão dos alunos com necessidades especiais nos anos iniciais e quais os objetivos específicos que melhor se adequam: verificar se o planejamento pedagógico dos anos iniciais atende aos alunos com NEE; identificar se a escola possui estrutura física; identificar se os professores e a coordenação possuem formação em Educação Inclusiva. Neste contexto, é importante conhecermos todo o processo inclusivo no ensino fundamental; a estrutura física e pedagógica da escola; o processo de ensino aprendizagem do aluno com necessidades educativas especiais; o planejamento do processo pedagógico da escola e do professor, a formação continuada, para então buscarmos dentro toda esta estrutura, condições para a efetivação das linhas que se cruzam e renovam nos anos iniciais. Em relação à metodologia de investigação, ela incide sobre o contexto do estudo de caso, com a preocupação de mostrar um tipo de pesquisa qualitativa. Nesta análise orientada, os resultados vão no sentido de ajudar a compreender, que para a inclusão ser contemplada nos anos iniciais do Ensino Fundamental I, será fundamental a formação continuada em inclusão para todos os profissionais que atuam diretamente com os alunos com NEE.
The process of inclusion in the initial years of Basic Education, comes with transformations of educational systems, and this includes compliance with laws and decrees that bring their theoretical framework, conditions of access for students with special needs in regular education. Changes, mainly in the management of education and in the training of teachers, guarantee the access of students with SEN to inclusive education. In this scenario, the general objective of this dissertation is to analyze how the process of inclusion of students with special needs occurs in the initial years and as specific objectives, we have: Check if the pedagogical planning of the initial years meets students with SEN; Identify if the school has a physical structure; Identify whether teachers and coordination have training in Inclusive Education. In this context, it is important to know the entire inclusive process in elementary education; its physical pedagogical structure of the school; the teaching-learning process of the disabled student; the pedagogical planning of the school and of the teacher and the continuous formation, so that, within this structure, we can search for conditions to carry out the crossing in the initial years. Regarding the investigation methodology, this is within the context of the case study, with the type of qualitative research. As a result, understand that for inclusion to be contemplated in the early years of Elementary School I, continuing education in inclusion will be necessary for all professionals who work directly with students with SEN.
The process of inclusion in the initial years of Basic Education, comes with transformations of educational systems, and this includes compliance with laws and decrees that bring their theoretical framework, conditions of access for students with special needs in regular education. Changes, mainly in the management of education and in the training of teachers, guarantee the access of students with SEN to inclusive education. In this scenario, the general objective of this dissertation is to analyze how the process of inclusion of students with special needs occurs in the initial years and as specific objectives, we have: Check if the pedagogical planning of the initial years meets students with SEN; Identify if the school has a physical structure; Identify whether teachers and coordination have training in Inclusive Education. In this context, it is important to know the entire inclusive process in elementary education; its physical pedagogical structure of the school; the teaching-learning process of the disabled student; the pedagogical planning of the school and of the teacher and the continuous formation, so that, within this structure, we can search for conditions to carry out the crossing in the initial years. Regarding the investigation methodology, this is within the context of the case study, with the type of qualitative research. As a result, understand that for inclusion to be contemplated in the early years of Elementary School I, continuing education in inclusion will be necessary for all professionals who work directly with students with SEN.
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Keywords
Educação inclusiva Inclusão nos anos iniciais Ensino fundamental I Inclusive education Inclusion in the early years Elementary school I