Artigo
Educação inclusiva: Análise e intervenção em uma sala de recursos
Fecha
2011-05-01Registro en:
Paideia, v. 21, n. 49, p. 197-205, 2011.
0103-863X
1982-4327
10.1590/S0103-863X2011000200007
S0103-863X2011000200007
2-s2.0-80054000813
2-s2.0-80054000813.pdf
3855053449114282
Autor
Universidade Federal de São Carlos (UFSCar)
Universidade Estadual Paulista (Unesp)
Resumen
This paper is based on the Support Paradigm, which establishes the principles to the inclusive education, which indicates educational adjustments participating in the regular school to all students. This study aimed to analyze a special classroom working arrangements and to describe an intervention implemented having a special classroom teacher as participant. Data collection comprised the following phases: (a) special classroom description; (b) analysis of the teacher's teaching plan; (c) application of survey and discussion comprising theory and practice on inclusive education; (d) curricular adaptation fulfilling. Data analysis comprised: special classroom characterization, survey analysis, comparative analysis of curricular adaptation. As results, the study shows divergences between public educational policies and school reality. The intervention provided the teacher with a reflection about her on-work performance based on new teaching procedures.