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A prática do professor na elaboração de um plano educacional individualizado (PEI) para alunos em sala de aula inclusiva, no Rio de Janeiro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação_de_mestrado_2022118621 | 1.87 MB | Adobe PDF |
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Abstract(s)
Esta pesquisa está relacionada com a importância do professor de ensino médio elaborar o Plano Educacional Individualizado (PEI) para alunos com desenvolvimento atípico, contribuindo para o trabalho de inclusão e para o planeamento de ações individualizadas, garantindo a todos os estudantes uma educação de qualidade que atenda às singularidades dos alunos de uma sala de aula inclusiva. O objetivo geral deste trabalho é mensurar e analisar como e em que medida os professores realizam a elaboração do PEI, identificando possíveis dificuldades ou necessidades na sua utilização em sala de aula inclusiva. Participaram 32 docentes, que responderam a um questionário. Os resultados obtidos destacaram as principais barreiras na implementação do PEI e os benefícios observados na aprendizagem e na participação dos alunos com deficiência. Concluiu-se que, embora muitos docentes possuam conhecimento teórico sobre o PEI e reconheçam a sua importância no processo inclusivo, a implementação prática enfrenta obstáculos. Entre os desafios apontados estão a falta de formação específica e contínua para a elaboração e aplicação do PEI. A lacuna entre o conhecimento teórico e a prática manifesta-se no número de professores que não se sentem preparados para adaptar o currículo às necessidades individuais dos alunos. Os docentes reforçam a necessidade de regulamentação através de políticas públicas e programas de formação contínua, que os apoiem na implementação eficaz do PEI, assegurando uma educação verdadeiramente inclusiva e de qualidade.
This research is related to the importance of high school teachers developing the Individualized Educational Plan (IEP) for students with atypical development, contributing to inclusive practices and planning individualized actions to ensure quality education that meets the unique needs of all students in an inclusive classroom. The general objective of this study is to measure and analyze how and to what extent teachers carry out the development of the IEP, identifying possible difficulties or needs in its use in inclusive classrooms. A total of 32 teachers participated, responding to a questionnaire. The results highlighted the main barriers in implementing the IEP and the benefits observed in the learning and participation of students with disabilities. It was concluded that although many teachers possess theoretical knowledge about the IEP and recognize its importance in the inclusion process, practical implementation still faces obstacles. The challenges identified include a lack of specific and ongoing training for the development and application of the IEP. The gap between theoretical knowledge and practice is evident in the number of teachers who do not feel prepared to adapt the curriculum to the individual needs of students. Teachers emphasize the need for regulation through public policies and continuous training programs to support them in the effective implementation of the IEP, ensuring truly inclusive and quality education.
This research is related to the importance of high school teachers developing the Individualized Educational Plan (IEP) for students with atypical development, contributing to inclusive practices and planning individualized actions to ensure quality education that meets the unique needs of all students in an inclusive classroom. The general objective of this study is to measure and analyze how and to what extent teachers carry out the development of the IEP, identifying possible difficulties or needs in its use in inclusive classrooms. A total of 32 teachers participated, responding to a questionnaire. The results highlighted the main barriers in implementing the IEP and the benefits observed in the learning and participation of students with disabilities. It was concluded that although many teachers possess theoretical knowledge about the IEP and recognize its importance in the inclusion process, practical implementation still faces obstacles. The challenges identified include a lack of specific and ongoing training for the development and application of the IEP. The gap between theoretical knowledge and practice is evident in the number of teachers who do not feel prepared to adapt the curriculum to the individual needs of students. Teachers emphasize the need for regulation through public policies and continuous training programs to support them in the effective implementation of the IEP, ensuring truly inclusive and quality education.
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Keywords
Inclusão Educação Deficiência Necessidades especiais Plano educacional individualizado Rio de Janeiro Inclusion Education Disability Special needs Individualized educational plan