THE PEDAGOGICAL PRACTICE IN SPECIALIZED EDUCACIONAL CARE FOR INTELECTUAL DISABLED STUDENTS

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2021-06-25T15:20:39Z
dc.date.accessioned2022-12-19T23:04:50Z
dc.date.available2021-06-25T15:20:39Z
dc.date.available2022-12-19T23:04:50Z
dc.date.created2021-06-25T15:20:39Z
dc.date.issued2020-07-01
dc.identifierRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 15, n. 3, p. 1250-1264, 2020.
dc.identifier2446-8606
dc.identifierhttp://hdl.handle.net/11449/210440
dc.identifier10.21723/riaee.v1513.12965
dc.identifierWOS:000567021800013
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5391040
dc.description.abstractThe Specialized Educational Service - AEE is geared towards meeting the needs of students with disabilities at times opposite to regular school classes. The present study aimed to describe the pedagogical practice of a special education teacher to develop the logical-mathematical thinking of students with intellectual disabilities in a specialized support room - AEE of a state school in a city in the interior of Sao Paulo. It is a qualitative, descriptive and exploratory study, characterized by a case study. For data collection, the following instruments were used: open interview and participant observation. The results showed that the teacher's pedagogical practice is focused on the teacher/student relationship, on social interaction and on stimulating learning, aiming at building knowledge to overcome difficulties.
dc.languagepor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relationRevista Ibero-americana De Estudos Em Educacao
dc.sourceWeb of Science
dc.subjectPedagogical practice
dc.subjectIntellectual disabilitiy
dc.subjectSpecialized educactional service
dc.titleTHE PEDAGOGICAL PRACTICE IN SPECIALIZED EDUCACIONAL CARE FOR INTELECTUAL DISABLED STUDENTS
dc.typeArtículos de revistas


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