Atendimento educacional especializado: percepções de alunos com deficiência intelectual

• Ano de defesa: 2024
• Autor(a) principal: Oliveira, Caroline Menezes Nunes de
• Orientador(a): Glat, Rosana
• Banca de defesa: Antunes, Katiuscia Cristina Vargas, Mascaro, Cristina Angélica Aquino de Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Pessoa com deficiência intelectual; Atendimento educacional especializado; Metodologia de história de vida
• Palavras-chave em Inglês: Person with intellectual disability; Specialized educational attendance; Life stories metodology
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/23274

Based on the perceptions of students with intellectual disabilities, this study aimed to understand how students with intellectual disabilities interact with the services offered. The research highlighted the importance of giving prominence to individuals with disabilities in the formulation and implementation of educational policies, emphasizing the motto "nothing about us without us." To this end, the Life Stories Methodology was adopted, which is characterized by considering the interviewee's own discourse as a data source (Glat, Pletsch, 2009), allowing their personal experiences to be valued.The basic procedure involves open interviews, without a predetermined script. By using the methodology, it was possible to capture the experiences of students with intellectual disabilities in relation to AEE, exploring their perceptions and educational trajectories. The research revealed that students perceive Specialized educational attendance as an essential service that involves individualized care, the use of multifunctional resources, mediation, caregiver support, and assistive technology. Clear communication about the objectives of Specialized educational attendance is crucial for students and their families to fully understand these services and their rights. The study also addressed attitudinal barriers and the stigma associated with disabilities, which continue to limit educational opportunities for people with intellectual disabilities. To address these challenges, the use of more inclusive terminology is proposed, suggesting the adoption of the term " Special Education Services " instead of the current one, which could reflect a commitment to a more inclusive education centered on human diversity. It is hoped that the reflections presented here will contribute to more equitable and accessible educational practices, promoting the development of all students.