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O despontar da educação especial na ANPED; Surfacing of special education in ANPED

MASINI, Elcie F. Salzano
Fonte: Associação Brasileira de Pesquisadores em Educação Especial - ABPEE Publicador: Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
65.77%
Esta comunicação focaliza o nascimento do Grupo de Trabalho (GT) de Educação Especial na ANPEd. Constitui uma retomada histórica da proposta de um grupo de professores e pesquisadores, da área de Educação Especial, de diferentes universidades do Brasil, que discutiu a pertinência de constituir um GT de Educação Especial na ANPEd. Nesse sentido foi consolidado um calendário de encontros para discutir linhas de pesquisa e a legislação atinente à Educação Especial e encaminhado ofício à Diretoria da ANPEd requerendo, oficialmente, a abertura de um espaço para a Educação Especial nas Reuniões da ANPEd. Acompanhou o ofício a justificativa para tal solicitação, enfatizando que a inclusão da Educação Especial no âmbito do ensino superior, especificamente formação de professores em nível de graduação voltada para os vários aspectos de Educação Especial, fez surgir a necessidade de realização de pesquisas desenvolvidas e vinculadas a programas de pós-graduação em Educação. Em resposta à solicitação surgiu o Grupo de Estudos (GE) na ANPEd, em 1989. O artigo descreve o funcionamento do GE, da programação, dos participantes e de uma pesquisa coletiva envolvendo seis Estados do Brasil, que propiciou a passagem do GE a GT. A Educação Especial foi incluída como GT na XV Reunião da ANPEd...

Avaliação externa e educação especial na rede municipal de ensino de São Paulo; External assessment and special education in the municipality of São Paulo

Raimundo, Elaine Alves
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 09/08/2013 PT
Relevância na Pesquisa
75.77%
As avaliações externas foram concebidas, sobretudo após a década de 1990, como elemento estruturador das políticas e dos programas educacionais, além de serem apresentadas como o principal indicador de acompanhamento da qualidade da educação ofertada pelos sistemas de ensino. Com base nessa perspectiva, o propósito deste estudo foi analisar como vem se constituindo a participação do público-alvo da educação especial nessa modalidade avaliativa, tomando como referência a Prova São Paulo, criada pela Secretaria Municipal de Educação de São Paulo para produzir informações periódicas sobre o desempenho de seus alunos e, com isso, verificar quais os efeitos das políticas e dos programas educacionais adotados. Para cumprir com esse objetivo principal, desenvolvemos uma pesquisa exploratória, de caráter qualitativo, em que se buscou resgatar as produções sobre o assunto abordado em âmbito nacional e internacional; a descrição e a análise da política de avaliação educacional do município de São Paulo, focalizando a participação do público-alvo da educação especial; verificar o envolvimento dos setores da educação especial e da avaliação educacional na proposição de provas que contemplassem as especificidades desses alunos; e averiguar quais os desdobramentos dessa política de avaliação na política de inclusão escolar paulistana. Como resultados...

Ação pedagógica e educação : contribuições da psicologia histórico cultural; Pedagogical action and special education: special education resource room as priority in offering specialized services

Baptista, Cláudio Roberto
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: application/pdf
POR
Relevância na Pesquisa
65.75%
O objetivo do presente texto é apresentar refl exões acerca da ação pedagógica e dos serviços especializados em Educação Especial, no contexto brasileiro. Busca-se dar destaque a um debate sobre as tendências, as características e os desafi os que marcam a oferta de serviços educacionais, assim como a ação dos educadores especializados. A presente análise pretende contribuir para a compreensão sobre como ocorreram alterações políticas que resultam no avanço da sala de recursos como serviço prioritário para a política educacional brasileira no que se refere à garantia de Atendimento Educacional Especializado aos alunos com defi ciência, transtornos globais do desenvolvimento e altas habilidades/superdotação. Quais são os desafi os associados à sala de recursos como espaço escolar e como dispositivo pedagógico? Como os estudos contemporâneos têm se ocupado de analisar as recentes experiências no contexto nacional? Nestas refl exões são considerados: o fortalecimento da inclusão escolar como diretriz política para a educação brasileira; as indicações, em termos de documentos legais e orientadores, para a constituição dos serviços; o debate acadêmico quanto à necessidade de avanços na qualifi cação das salas de recursos...

Implementation of the international classification of functioning, disability and health (ICF) in the Portuguese educational system: Attitudes and training needs of special education teachers’.

Saragoça, M.; Candeias, A. A.; Rosário, A.
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
75.72%
Since 2008, the International Classification of Functioning, Disability and Health - ICF (WHO, 2001) is the framework of reference in the assessment and intervention process with students with SEN, in the Portuguese educational system. As a consequence special education teachers’ training needs emerged from it. In this study, we characterize the received training and the special education teachers’ attitudes and training needs towards ICF. The sample consisted of 913 Portuguese special education teachers who responded to Attitudes Towards Training Questionnaire in ICF - ATTQ-ICF. This study demonstrates that teachers’ training on the use of the ICF should occur as soon as possible in their training and it should be extended to other experts involved in the educational process of the student. The need for more knowledge about the tools and methods to assess functioning, the knowledge about the eligibility criteria for special education and the definition of qualifiers based on the ICF classification system also emerged. Finally the discussion of case studies is also considered crucial in the training process. In summary, a training model is needed that has a sufficient number of training hours; that includes training modalities which support teaching practice in a continuous way; that fosters discussion of the barriers to practical implementation of the ICF and finally...

O ensino da L??ngua Espanhola na Educa????o Especial: forma????o docente e aprendizagem de pessoas com Defici??ncia Intelectual.; Spanish Laguage Teaching in Special Education: teacher formation and learning by mentally deficient persons.

PIRES, Fabiana Lasta Beck
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
65.85%
This investigation was aimed at planning, implementing and evaluating two embedded interventions. Intervention 1 was addressed to Spanish Language Students and had the purpose of forming a group of these future teachers for the teaching of this language in Special Education; and Intervention 2 was addressed to Persons with Special Educational Needs (PSEN) - Intellectual Deficiency area (ID), with the objective of promoting their learning and development through the teaching of this foreign language (FL). The interventions took place in a Special School in the city of Pelotas/RS and their participants were three groups of volunteer Spanish students (totaling six, during a period of three years) and 13 literate SEN students enrolled in a class of Adult and Young People Education (AYPE). The latter regularly attended the school s professional workshop, being restricted to performing manual tasks, such as cooking and woodwork, among others. The interventions have been based on Vigotski s historical-cultural theory. This researcher has dedicated part of his time to the investigation of learning disabled students, and claimed that the teaching of a foreign language could be an important tool for mental development. Vygotsky (1982c) criticized the way pedagogical action for intellectually deficient students was organized. He believed that schools ended up adapting to student s deficiencies by considering that...

An investigation into the use of I.C.T. in teaching and learning In special schools in Munster

Cooper, Cathy
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
65.72%
non-peer-reviewed; We live in an ever increasingly technologically dependent world. It is essential therefore that our young people are educated to appreciate the uses and the potential of I.C.T. in enhancing all our lives. This investigation looks at the use of I.C.T. in special schools in Munster, examining teacher‘s attitudes towards I.C.T. and how they already implement I.C.T. in their classrooms today. It also sets out to find what, if any, barriers are now in place which prevent or hinder that use. Thirty-three special schools were identified in Munster and all teachers in these schools were sent a postal questionnaire. Two teachers were observed using I.C.T. in their classes and two interviews were conducted with teachers in special schools. The resulting data were then gathered together and examined. The investigation identified a number of barriers to the successful implementation of I.C.T. in teaching and learning which exist in our special schools, namely: inadequate teacher training in the area of I.C.T.; inadequate resources appropriate to learners with S.E.N.; access to professional support in the area of assistive technology; access to professional support in the form of National I.T. & Special Needs Advisory Service and the Regional I.C.T. Advisory Service; inadequate technical support; inadequate funding for special schools. This study suggest that special schools should be looked at in a different light to mainstream schools when it comes to resourcing as the needs of a special school are more diverse and specialised...

The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom

Falkenberg, Carol Ann
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
75.78%
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive...

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Gomez, Jorge
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.78%
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom...

Utilizing Real Objects to Increase Reading Comprehension in Students with Significant Cognitive Disabilities

Bravo, Sheila R
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.62%
This poster presents the results of a study conducted to evaluate the effects of pairing read-alouds with real objects related to stories read to students with significant cognitive disabilities to increase reading comprehension skills. The participants are four elementary students. The target audience is special education teachers.

Inclusion in the Classroom: Finding What Works for General Education Teachers

Refice, Angela
Fonte: Theresa Ochoa, School of Education, Indiana University Publicador: Theresa Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 420962 bytes; application/pdf
Relevância na Pesquisa
65.72%
Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; The Individuals with Disabilities Education Act (IDEA) enabled students with disabilities to be included in a general education classroom. A students can be part of a full inclusion classroom where a general education teacher teaches the students with and without disabilities for the entire day. Exceptional students are also immersed in partial inclusion classrooms where the students spends part of the day in the general education classroom and the other part of the working with a special education teacher outside of the general education classroom. In a partial inclusion classroom, general and special education teachers will work together to find a method of instruction that will benefit these special students. This article identifies the advantages and disadvantages of inclusion, the laws that govern it, and how general educators can integrate different methods of teaching into their classroom to maximize its success. The writer argues that both forms of inclusion have their benefits, but partial inculsion is the ideal method for students with disabilities.; Dean of Faculties and School of Education...

Classroom Management and Teaching Stategies for Students with Attention Deficit Hyperactivity Disorder

Gehrling, Allison
Fonte: Theresa A. Ochoa, School of Education, Indiana University Publicador: Theresa A. Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 405018 bytes; application/pdf
Relevância na Pesquisa
65.64%
Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; ; Attention Deficit Hyperactivity Disorder, also know as ADHD, is becoming a more common diagnosis among students. There are three subcategories of ADHS: (1) attention deficit hyperactivity disorder, prdominately hyperactive; (2) impulsive type, attention deficit hyperactivity disorder, predominately inattentive type; and (3) attention deficit hyperactivity disorder, combined type. Attention Deficit Hyperactivity Disorder is primarily a neurological condition, also influenced by hereditary, biological and environmental factors. Some parents have sought pharmaceutical strategies to help aid their child with ADHD, while teachers approach ADHD behaviors from a cognitive and behavioral perspecive. However, due to recent legislation, medication may not always be an option. Therefore, it is important for teachers to know and use other forms of behavioral management strategies. Also, educators should focus their attention on the subjects that give students with ADHD the most trouble, such as reading. The author provides several strategies for classroom management, teaching and reading instruction of students with AHD...

Empathy levels of American and Bahamian Special Education graduate students and students in other majors

Aznarez, Michelle; Todman, Kimberly; Wolman, Clara
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
85.69%
This study investigated the empathy of Special Education graduate students in the USA and the Bahamas, and of Counseling and Organizational Learning students. About 180 students were administered the Interpersonal Reactivity Index to assess: fantasy, perspective taking, empathetic concern, and personal distress. Significant differences existed by major and country.

Comparative Analysis of Special Education Teacher Training in France and Norway: How effective, areas taught and recommendation for improvement.

Wen Chong, Pei
Fonte: Universidad de Granada, Facultad de Ciencias de la Educaci??n, Consorcio Mundusfor Publicador: Universidad de Granada, Facultad de Ciencias de la Educaci??n, Consorcio Mundusfor
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.87%
Master Thesis Abstract; This study aims to understand the quality and areas of training in the existing special education teacher education programme in France and Norway by examining how special education teachers are prepared in carrying out four components of administrative, teaching, student evaluation and inclusive tasks in everyday classroom. The theoretical framework used in this research is international comparative analysis via questionnaire, institutional analysis (training programme), discourse analysis(interview) and classroom observation based on Crossley and Vulliamy's ??case for the case??(1984) method. The efficiency of the training programme is evaluated by (i) studying satisfaction of the teachers after training, whether knowledge and hands-on teaching tasks provided were successful to prepare them for real classroom teaching to children with special needs, (ii) relevant views of teachers about the training programme and (iii) observation of teachers teaching as per the training model. Subjects in this study include special education student teachers, teacher trainers, primary and secondary school teachers and academic psychologist.

Retention and special education referral practices before and after the implementation of high-stakes testing

Buslinger-Clifford, Sue L.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
85.69%
The rewards and sanctions associated with high-stakes testing may induce educators to participate in practices that will ensure the elimination of the scores of low-achieving students from the testing pool. Two ways in which scores may be eliminated is through retention or referral to special education. This study examined the use of these practices at 179 elementary schools in Miami-Dade County Public Schools, the 4th largest school district in the country. Between- and within-subjects designs were analyzed using repeated measures analysis of variance to compare retention and referral to special education practices over a five-year period of time, two years prior to and two years after the implementation of Florida's high-stakes test, the Florida Comprehensive Assessment Test, FCAT. Significant main effects for referral and retention over time were demonstrated. The use of retention steadily increased over the first three years, with its usage maintained during the fourth year. While the use of referral actually decreased from the first to second years, a significant change occurred after the implementation of the FCAT. Examination of the use of these practices according to student and school characteristics revealed significant differences. Increases in the use of referral across time was significant for Black...

Early career special education teachers' perceptions of school site induction support

Perez, Yvette
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
65.85%
Research highlights teacher attrition as one of the biggest challenges facing public schools and their attempts to provide a quality teacher for every student (Ingersoll & Smith, 2003). The teacher shortage is particularly daunting in special education where teachers are over twice as likely to leave the field. The first few years of teaching are the most critical in determining whether or not a beginning teacher will stay in the teaching profession (Whitaker, 2000). ^ A mixed-methods sequential explanatory design was utilized to examine research questions focused on the components of induction support that early career teachers received at their school site, including what they considered most valuable to their long-term retention in the classroom and their development as a quality teacher. Eighty seven early career special education teachers were surveyed during the first phase of the study and six participants were interviewed during the second phase. ^ Data analysis of the Likert-scale survey used in the study revealed that the majority of the respondents received at least 21 of the 25 listed induction components. Moreover, early career special education teachers indicated that they valued all 25 induction components. In addition...

Teacher perception of self -determination skills in the inclusive and special education classroom

Rodriguez, Diana Losada
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
65.8%
It has been proposed that special education teachers, who promote self-determination and link it to educational standards, help students with a disability succeed in school. The current school reform movement has focused on accountability through mandates such as the No Child Left Behind Act, 2001, and has emphasized participation in the general curriculum through amendments to the Individuals with Disabilities Education Act (IDEA) of 1997 and 2004. This study informs educators if educational setting, students' type of disability, and subject area taught, influence teachers' opinions about the importance of teaching components leading to self-determination and self-management. ^ The research questions that drive this study are: (1) do secondary school teachers who instruct students with a disability think that self-determination components taught in the classroom will make an important difference in students' school and later postsecondary achievements? and (2) does the type of classroom setting, students' type of disability, or specific subject matter influence teachers' opinions regarding the importance of teaching components related to self-determination and self-management? The collection and interpretation of data were done using descriptive and quantitative methods employing a teacher survey. The survey was administered to secondary teachers who instruct students with disabilities. Data were analyzed using descriptive and inferential statistics. The sample consisted of 97 special education teachers currently teaching at the secondary level. ^ The results of the study indicated that teachers believe that self-determination is important for both school life and post school life. However teachers thought these skills to be more important for post school success. Teachers believe that self-determination is more important than self-management skills. Type of disability...

Survey of ICT and Education in Africa : Senegal Country Report

Fall, Babacar
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
65.63%
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Senegal's hand on commitment to incorporating ICT in education is still in the beginning stages of progress and evaluation. Although Senegal's public officials and government bodies recognize ICT as a powerful engine for progress in economic expansion and modernization and have a national ICT policy in place, it has not yet been integrated into the education sector in any kind of formal policy. However, the Ministry of Education and several organizations have taken initiatives to launch and continue activities that will facilitate the modernization of schools and other educational institutions. Initiatives have also been made in the informal sector, such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Community Multimedia Center Scale-Up Project...

O ensino do esporte paralímpico na escola a partir da visão dos professores : o caso do Goolball e do voleibol sentado = The teaching paralympic sport at school from teacher's perspective : the case of Goalball and sitting volleyball; The teaching paralympic sport at school from teacher's perspective : the case of Goalball and sitting volleyball

Tiago Borgmann
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 31/01/2013 PT
Relevância na Pesquisa
65.74%
O esporte paralímpico é um fenômeno mundial que está presente em todos os âmbitos da sociedade, principalmente devido ao sucesso dos Jogos Paralímpicos, maior evento mundial para pessoas com deficiência, e ao gradativo crescimento e desenvolvimento desse movimento, com ascensão também no cenário escolar. O Comitê Paralímpico Internacional incentiva atividades educacionais, científicas e culturais que desenvolvam o respeito, a conscientização e a compreensão com as pessoas com deficiência em todo o mundo, criando o termo guarda-chuva Educação Paralímpica, o qual abrange todas as atividades educacionais relacionadas ao tema, tendo como principal meio de divulgação o Dia Paralímpico Escolar. No Brasil, a inserção de modalidades paralímpicas nas aulas da Educação Física para alunos com e sem deficiência ainda é recente no cenário acadêmico, apesar da existência prática em algumas escolas. Desta forma, este estudo teve por objetivo investigar o ensino do Goalball e do Voleibol Sentado nas aulas de Educação Física através do relato dos professores. Foi realizada uma busca bibliográfica para encontrar iniciativas relacionadas à Educação Paralímpica e o ensino dos esportes adaptados na escola, com abrangência internacional. Também...

Entre o texto e a vida: uma leitura sobre as políticas de educação especial; Between text and life: a reading of special education policies

Vasques, Carla K.; Moschen, Simone; Gurski, Roselene
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/03/2013 POR
Relevância na Pesquisa
65.69%
À margem da agenda política do Estado, a educação especial tradicionalmente se organizou como atendimento educacional especializado substitutivo ao ensino comum, em classes e escolas especiais. Nas últimas décadas, o Brasil, em consonância com movimentos internacionais, estabeleceu uma série de leis, políticas e programas para combater as desigualdades e a exclusão escolar. Nesse movimento, sujeitos com transtornos globais do desenvolvimento (TGD), tradicionalmente apartados dos processos de escolarização, são recebidos nas salas de aula e no velho pátio da escola. Quais racionalidades sustentam as formas de nomear e identificar esses alunos? Como compreender as relações entre os diagnósticos, as políticas e a inscrição das (im)possibilidades escolares? Em que medida as políticas inclusivas de educação especial desconstroem sentidos que relacionam os TGD à ineducabilidade, ou, ainda, a diferença à anormalidade e à inferioridade? O presente ensaio discute a implementação das diretrizes inclusivas considerando o texto político e seus efeitos no contexto da prática. A hermenêutica filosófica oferece os tempos e os focos da leitura. O argumento é tecido com e a partir das falas de um aluno e de professores...

Special Education in Brazil – from exclusion to inclusion

Mantoan, Maria Teresa Eglér
Fonte: ETD - Educação Temática Digital Publicador: ETD - Educação Temática Digital
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; bibliográfica Formato: application/pdf
Publicado em 08/01/2009 POR
Relevância na Pesquisa
65.7%
This article is about the phases through which the Brazilian education has been developing, starting from the exclusion of students with disabilities in specialized institutions which are typically therapeutically oriented to our present days, when this educational modality has been clashing with the proposals of a school for all, one and only, open to the differences, and, as a result, inclusive. The path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on teacher education and present some indicators by which we have been evaluating the benefits of inclusion in the Brazilian schools, through the investigations from the researchers at LEPED (Laboratory of Studies and Research in Teaching and Diversity) / Unicamp- São Paulo/Brazil. Keywords Special Education; inclusion; educational legislation and policies