A voz inicial dos professores sobre o processo de inclus��o escolar num curso de forma����o continuada em EAD

The inclusive classroom, focused on individual differences, it is becoming more frequent and constant within mainstream schools. For this practice to be successful, there must be a different work by teachers, methodology, teaching procedures, adapted equipment and materials. Thus, the teacher who works directly with students with disabilities, find factors that facilitate and hinder this practice, making it essential to study of such factors, so we can understand and contribute to assessment and implementation of strategies to minimize the need that this pedagogical practice imposes. This varying needs, from the simple as using different materials to work in the classroom to the broader and more complex, as the reform in schools. Thus, these aimed to survey and analyze the conceptions of teachers on facilitating and hindering aspects of the schooling of students with disabilities in the regular classroom as well as check their training needs. The method used was ruled a quantitative approach to data collection was through a closed questionnaire containing 35 questions with Likert scale. The study included 904 teachers who underwent a course of Improvement in Inclusive Educational Practices, the same was applied when students entered the course, but had not had contact with the course content. The result showed that most teachers agree that all students with disabilities have behavior problem, dividing the assertion that the disabled student disrupts the class of the colleague who has a disability. It is also believed that in the view of most participants, students with disabilities are not able to study and that the inclusion of students with disabilities is hampered by...

O ensino da matem��tica aos deficientes auditivos

The theme of this research is mathematics education for the deaf. It is hoped that this work will enable more thorough understanding of the subject matter, since, to be inclusion of people with hearing disabilities in society is necessary to establish measures ranging acceptance and family participation to break prejudices and demystification related learning ability of these individuals. This research also aims to provide grants for teaching mathematics to deaf , so that the teacher can build a current pedagogical practice that will not only meet their expectations as a teacher , but above that encourages the development of skills essential to the competence of the student with special educational needs . An educational practice based in the communication and interaction between teacher and students, with the intention of providing an effective meaning of mathematical knowledge, you can add new possibilities in an educational context marked by scarcity of communicative opportunities

Inclus��o no ensino superior: das pol��ticas p��blicas aos programas de atendimento e apoio ��s pessoas com necessidades educacionais especiais

P��s-gradua����o em Educação - FFC

Tecnologia assistiva e perfil funcional dos alunos com defici��ncia f��sica nas salas de recursos multifuncionais

P��s-gradua����o em Educação - FFC

Dota����o e talento: compara����o das modalidades presencial e a dist��ncia de um programa de forma����o continuada para professores

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Inclus��o escolar no per��odo de 2009 a 2013 sob a perspectiva das matr��culas no censo escolar no Brasil

P��s-gradua����o em Educação Escolar - FCLAR

Concep����es do professor de arte sobre aspectos de sua forma����o para atuar com alunos surdos

P��s-gradua����o em Educação - FFC

Identifica����o de alunos com altas habilidades ou superdota����o a partir de uma avalia����o multimodal

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC

Deficiencialismo: a inven����o da defici��ncia pela normalidade

P��s-gradua����o em Educação Matem��tica - IGCE

Caminhos da inclus��o percorridos pelo Brasil

This paper aims to discuss and reflect the trajectory of inclusive education in Brazil, for such it is important to bring as she is becoming. The notion of inclusion is directly related to the right to equal that from the eighteenth century marks the social constructions and political ideas and social relations stuck on democracy and / or equality in the world, as well as in Brazil. But what is presented in the practice of social relations today is as an equal and non-homogeneity and recognition of identities, cultures and specific needs of each. Inclusion and integration are being discussed all over the country, but it's still a fact that deserves more involvement by all actors of society. She was raised primarily in the form of laws, decrees, documents, and now gaining ground in academic research showing the differences between the two terms, and finally is reaching the school, although it is still insufficient participation, with regard to transformation of the trader concerned with working in a school for all, along the lines of an egalitarian society with respect for diversity. To this end this paper argues the importance of continuing education in all areas of knowledge for the implementation of public policies actually everyone regardless of their differences.

Inclus��o de alunos com defici��ncia em escolas do campo: desafios da doc��ncia em contextos multisseriados

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations ��� with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a ���know-how���. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.

Inclus��o escolar com apoio: uma an��lise do servi��o do ensino itinerante

We investigated the process of inclusion in the school common areas, tracking the performance of a traveling school teacher (teaching support service specialist), type of service in Special Education, as a support to the school's educational proposal. Objectives: To identify, describe and analyze the performance of itinerant school teacher in a school of mainstream school, with students and their teachers, to analyze the perception of two teachers of the common teaching about the process of integration of pupils with special educational needs in their classes; examine the roles and responsibilities of itinerant school teacher through an exploratory qualitative approach. Participants: an itinerant school teacher, two teachers and two of the common teaching students with special educational needs included in mainstream school. Observations were made weekly at the school over a period of six months, semi-structured interviews with teachers and document analysis. The results showed different facets of roaming at the intersection with the common teaching among them may be noted that acts as a parallel system in the common school, creating a gap between them which may compromise or disadvantage of the dynamic performance of service support, but this gap is overcome at critical times facing the mainstream school, where this service benefit the child's learning process and promotes their inclusive education policy.

Paralisia cerebral, extens��o universit��ria e trabalho volunt��rio: pr��ticas da reflexividade

Report of voluntary work with youngsters suffering from cerebral palsy syndrome. Objective is to highlight information about this syndrome and possibilities of their treatment, especially referred to the method of conductive education. It aims to promote a training experience of a reflexive identity of mother and family of these patients.

Programa informativo sobre defici��ncia mental e inclus��o: mudan��as nas atitudes socias de crian��as sem defici��ncia

This article presents part of a study that analyzed the concepts, feelings and attitudes of children without disabilities about mental retardation and inclusion and evaluated the effects of an informative program that deals with the issue. The study included forty children from two first grade classrooms in a public school in Mar��lia-SP. One classroom participated as a control group. All children underwent pre and post tests in the form of interviews on the subject and a scale of children's social attitudes towards inclusion was applied. The experimental group participated in the informative program, composed of thirteen weekly meetings, in which the limitations and possibilities of people with mental retardation, specialized care, their schooling and family and social aspects, were discussed, using various educational and recreational strategies. The data collected in the interviews were categorized and content analysis was conducted. With the scale, individual scores were obtained. Statistical calculations were performed to verify the significance of differences between groups. In this paper we discuss the data obtained with the scale which were crossed with interview data. The results of the interviews and the scale indicated several changes in children's attitudes towards inclusion, but relations between many of these data could not be statistically confirmed. These results indicate the importance of expanding the research on the relationship between the phenomena presented.

Perfil e avalia����o dos participantes de um curso de forma����o continuada em pr��ticas educacionais inclusivas na modalidade a dist��ncia

This article analyses aspects related to a continuing education course about Inclusive and Special Education in the area of Mental Disabilities offered to 20 (twenty) groups of teachers by the Ministry of Education. The Distance Course was offered in different regions of Brazil with a 180 (a hundred and eighty) hours workload. The research included the profi le of the participants, an evaluation of the course by the participants and the analysis of the dropout causes. The aspects of the course under evaluation received a positive evaluation by most of the participants. The most frequent reason for the dropout rates include participants��� limitations in terms of meeting deadlines, personal reasons and diffi culties in using computers. It was concluded that Distance Education seems to be a relevant tool for the acquisition of knowledge about inclusive practice.