Implica????es da inclus??o escolar de alunos com defici??ncia intelectual e transtornos globais do desenvolvimento na pr??tica docente

• Ano de defesa: 2014
• Autor(a) principal: Gomes, Joseleine de Campos
• Orientador(a): Nosella, Paolo
• Banca de defesa: Almeida, Jos?? Luis Vieira de , Vercelli, Ligia de Carvalho Ab??es
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: BR
• Palavras-chave em Português: educa????o inclusiva; pr??tica docente; forma????o de professores; defici??ncia intelectual; adapta????es curriculares
• Palavras-chave em Inglês: inclusive education; teaching practice; teacher training; intellectual disabilities; curricular adaptations
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/574

This research aimed to understand how the inclusion of students with intellectual disabilities and pervasive developmental disorders in mainstream schools in S??o Bernardo do Campo and how this inclusion has involved and committed teacher in the construction of new teaching practices has been completed with a view service to all students in the ordinary classroom. The fieldwork took place with teachers from kindergarten and early elementary school and their teachers of Special Education in five municipal public schools of S??o Bernardo do Campo. The selection criteria for these interviews was the "success" of inclusion practices with these students in the year 2013, this work called "best practices." The interviews conducted by the researcher with these teachers in the form of narratives of these experiences with inclusion, were analyzed qualitatively in search of common ground that could indicate ways for more effective inclusive practices. The results obtained indicated that these teachers have sought information about the difficulties these students included more autonomously, and has sought partnership with the teacher of special education that has contributed to the reflection and transformation of teacher practice from the common classroom for the benefit of all students. However, these actions are marked by individual initiatives and not the whole school moving away from the construction of a truly inclusive culture. This brings us to a concern that the changes in the classroom because they are still linked exclusively to the provision of activities tailored to these students has effectively moved us to a paradigm shift, it has not occupied to restructure the curriculum for all students. In this sense the research points to the need for continued education and service that is grounded in socialization experiences, which does not happen effectively in schools.