Inclusão escolar e os modos de planejamento educacional individualizado nos institutos federais brasileiros

• Ano de defesa: 2020
• Autor(a) principal: Santos, Jessica Rodrigues
• Orientador(a): Vilaronga, Carla Ariela Rios
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação Especial; Planejamento educacional individualizado; Institutos Federais-NAPNEs
• Palavras-chave em Inglês: Special Education; Individualized educational planning; Federal Institutes-NAPNEs
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/13112

With the increase in educational policies for school inclusion, the number of students with disabilities in Brazilian high school has been growing, which heightens the demands for actions geared to these students. Thus, the problem of this study arose after reflections on which pedagogical actions would be used to ensure, in addition to access, the participation and learning of students with disabilities in high school. Within this scope, a study was carried out to investigate the norms for school inclusion in Federal Institutes of Education Science and Technology (FIs) related to Special Education, focusing on Individualized Educational Planning (IEP). The general objective of the study was to analyse the regulatory documents for school inclusion and the IEP of students with disabilities in IFs; the following specific objectives were listed: identify the guidelines adopted by the Service Centres for People with Specific Needs for Special Education (in Portuguese, NAPNEs); characterize NAPNEs based on their operating resolutions; identify, describe and analyse the planning proposals for students with disabilities in the context of NAPNEs. The study consisted of exploratory field research, the results were categorized and discussed through document analysis. Data collection was carried out by searching the official websites of 38 institutions and by exchanging e-mails with professionals from the centres. The search resulted in the analysis of 105 documents, including: general regulations for Special Education (27), NAPNE resolutions (36) and documents used for planning (42). The results showed the existence of few general regulations for Special Education and a diverse understanding about the functioning of NAPNE, in addition to few specific IEP documents. The analysed documents included forms that were not directly related to the IEP, in addition to 19 documents that addressed topics of individualized educational planning. An analysis was carried out on the concept of IEP and its elaboration in NAPNEs. Data on the identification of students with disabilities were analysed, which included personal information of the student and his family with questions about health conditions and previous and current institutional information. The planning stages involved: an evaluation for eligibility of the IEP and for the identification of the student's entrance repertoire, meetings for the preparation and authorization of the document, implementation of the action plan and the teaching and learning evaluation process, in addition to the review of the IEP and preparation of the transition plan. Gaps were identified regarding the authorization and guarantee of effective participation of students with disabilities and his family in the elaboration of the IEP; in addition to the absence of a transition plan stage in the analysed documents. The need to build IEPs in a collective manner and in a collaborative regime involving the student, their family members and other professionals was pointed out, and that this planning be done based on evaluative protocols for the creation of measurable goals and necessary support for the teaching and learning of students with disabilities. We conclude by acknowledging the action and dedication of NAPNEs professionals and emphasizing the importance of establishing effective policies for Special Education in the FIs.