Escala de atitudes sociais em rela����o �� inclus��o: vers��o espec��fica para cada categoria de defici��ncia

An adequate understanding of social attitudes toward inclusion is part of the study of necessary conditions to the construction of an inclusive education. he aim of this study was to translate and atapt a simple scale used to measure social attitudes toward the inclusion of blind students. From the translation, it was developed a version for each of four disabilities categories: hearing disability, physical disability, intelectual disability and visual impairment. he 637 participants answered a version of this scale and one of the ELASI (Escala Likert de Atitudes Sociais em rela����o �� Inclus��o) forms. hese participants were students of several Special Education specialization courses given in the State of Paran��. Most of them were Basic Education teachers. he results indicated a high correlation between the form A ELASI scores and the scores of each of the speciic scale version. In form B there were no signiicant correlations found relating to the visual and hearing disabilities. Moreover, the scale was capable to identify diferences between the disabilities categories. More complete assessments and new studies are necessary to clarify the divergence found between the A and B forms of ELASI.

Escala de Atitudes em Rela����o �� Inclus��o: Vers��o Espec��fica para cada Categoria de Defici��ncia

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Inclus��o escolar do aluno com defici��ncia f��sica: contribui����es da Terapia Ocupacional

The inclusive school consists of a school that thoroughly attends the diversity and, therefore, students with special educational needs, including the ones with physical dysfunction. The objective of this study was to identify the difficulties of a teacher in the process of school inclusion of the student with physical dysfunction in order to adapt learning resources, having adequate school furniture and to guide the teacher in specific situations. A teacher of early childhood education participated in this study. For data collection two half-structuralized interviews were used. The first obtained information concerning the teacher���s difficulties due to the motor aspects of the student with difficulty to access the curriculum. The second interview gathered information about the teacher���s perception of the partnership between the occupational therapist and the teacher in the perspective of the inclusive education. The data analysis of the first interview and the student case-study allowed elaborating occupational therapy strategies to minimize these difficulties.After elaborating the strategies, a second interview was performed. The data of this interview showed that based on the analysis and adequacy of the interaction between a person���s functional demands, the task and the environment, make it possible for the student to overcome satisfactorily the inherent challenges of the educational context, and detached the importance of the partnership of the teacher and occupational therapist in the whole process. It concludes that the pupil incapacity would not have manifested if there was an adequate environment to receive him.

Mapeamento da situa����o educacional dos alunos surdos de mun��cipios brasileiros atendidos pelo curso de l��ngua brasileira de sinais na modalidade �� dist��ncia

Recent years have seen a movement toward school inclusion of children with special educational needs. In Brazil, there is the formulation of laws guaranteeing rights for disabled people, giving you free access to regular classroom complemented by specialized educational services. In the case of students with deafness, the Federal Decree No. 5626 of 2005, recommends that schools offer the Brazilian sign language as language support, and should take into classrooms, an interpreter. In this study we conducted a mapping of the educational situation of students with hearing loss of 35 municipalities. There was a mode of education in which deaf students are enrolled, and also the municipalities have organized the specialized educational services for such students. Data were collected through interviews with managers of 35 municipalities. The results showed that the vast majority of municipalities participating in the study opted for the enrollment of deaf students in regular class. Only a few municipalities managers reported the existence of classes and enrollment in special schools or even the existence of deaf students out of schools. It also found that all municipalities have organized the specialized educational services, like additional offering in the resource rooms. We conclude that despite the existing difficulties, the Brazilian municipalities are gradually adjusting to the prospect of inclusive education. Continuing education courses should be offered in order to prepare more teachers to work with diversity.

Avalia����o do instrumento de adapta����es curriculares na organiza����o de a����es educacionais inclusivas

An investigation, with the objective of revising the use of a document of individual curricular adaptations, didactic and methodological resource, proposed in order to favor the academic development of students who have special educational needs attending the regular school, has tried to find out how the teachers from a common classroom evaluate their didacticpedagogical actions planned in the referred document, in two big areas of knowledge ��� Portuguese and Mathematics. Thirty-eight teachers from the first to the fourth grades of the fundamental school have participated in this study as well as twelve specialized ones who taught fifty-four students with a background of strong difficulties in learning and/or suspicion of deficiency, in a municipal school chain in the west of the State of S��o Paulo. It was possible to identify important aspects in the pedagogical behavior with these students by showing that the use of curricular adequacies can be understood as the promoter of the inclusive education, stimulating the educational progression of this group of students in the common school.

Alunos com surdez e o processo de inclus��o: uma an��lise de discursos sobre sobre L��ngua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of S��o Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of S��o Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

An��lise comparativa de um documento de adequa����o curricular

From the ideologies of inclusive education, the development and adoption of new organizational practices in the school curriculum are noted. In this sense, the work presented here aims to report part of implementation and development process of a individual instrument of curricular adaptation (ACI), to students with special educational needs, especially disabilities, or strong disabilities evidences, who were enrolled in mainstream school. This research aim is to present and to analysis comparatively the structure and use of a didactic-pedagogical curricular adequacy tool, employed by the Department of Education City teachers from a city of Sao Paulo. Two different groups of teachers who worked with students with special educational needs participated in this study, the first (G-1) has had contact with the instrument, and the second (G-2) unknown the instrument. The data collection procedure was the application of a questionnaire consisting of 11 multiple choice questions to the sample. It was noted the document evaluation was positive for most participants from G-1, and participants in G-2 show interest in adopting an instrument to facilitate the teacher activity in organization of education process with special educational needs students. In this way, it���s possible concludes that the instrument analyzed ACI was considered by both teachers groups with a useful pedagogical procedure, able to guide them to elimination of procedural barriers to access to the curriculum towards the realization of an inclusive school.

Atitudes sociais em rela����o �� inclus��o: estudos brasileiros

An important component of the Inclusive Education can be the social attitudes toward inclusion presented by teachers, students and other members of the school community. The aim of this paper is to systematize main fidings of some Brazilian studies concerning that theme. The results of studies in which the Likert Scale of Social Attitudes toward Inclusion was used are summarized. Twelve studies were analyzed, examining the relationship between the social attitudes toward inclusion and some subjects characteristics, highlighting the chronological age, formation area, educational experience and previous experience with people with deficiency. The results were not able to demonstrate in a conclusive way the nature of the relationship between each of these variables and the social attitudes toward inclusion. These seem to be affected by a group of complexly related variables of the subjects and of the target of social attitudes.

Perfil dos professores participantes da 2�� edi����o do curso de LIBRAS a dist��ncia: uma propsota de forma����o continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course ���Libras by distance: a proposal for continuing education of teachers in inclusive educational settings���, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Mar��lia, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Aplicaci��n de los beneficios de conceptos y procedimentales de la Psicolog��a de la Educaci��n en la elaboraci��n de un recurso para la ense��anza de alumnos con necesidades especiales o discapacidades

Este trabalho visa �� aplica����o de subs��dios conceituais e procedimentais da Psicologia da Educação, na organiza����o de uma proposta de forma����o continuada de professores em Educação Inclusiva. Retrata a descri����o das etapas de elabora����o de um material did��tico-pedag��gico (v��deo educativo) para orientar o ensino de alunos com defici��ncia, com ��nfase a sua progress��o acad��mica. Sua elabora����o consistiu na sele- ����o e diagrama����o de um conjunto de cenas envolvendo a descri����o da proposta de forma����o continuada ofertada aos participantes envolvidos (representantes da Escola, Universidade e Institui����o n��o governamental) em um munic��pio do interior do estado de S��o Paulo, Brasil. O material desenvolvido destacou a import��ncia do trabalho reflexivo sobre os princ��pios da educação inclusiva, do fazer pedag��gico e provid��ncias curriculares que atendam ��s necessidades educacionais especiais de alunos com defici��ncia.

Estrat��gias pedag��gicas e inclus��o escolar: um estudo sobre a forma����o continuada em servi��o de professores a partir do trabalho colaborativo

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Concep����es de professores sobre a tem��tica das chamadas dificuldades de aprendizagem

This study aimed to identify the conceptions of learning difficulties of teachers working in the beginning years of elementary education. In order to analyze such conceptions from the perspective of inclusive education, the study was carried out in two schools in a city of the State of Paran��. Sixteen teachers (mean age of 41 years) participated in the study. Of these, only one had no higher education. Interviews were carried out individually in the teachers` schools. The interviews were conducted with the support of a topic outline including: aspects of classroom management of the classes in which teachers worked; how to identify students with learning disabilities; causes of learning difficulties; how the school can help a student with learning difficulties. Each interview lasted 50 minutes on average. They were transcribed in full and submitted to thematic analysis. Four categories of analysis were determined: characterization of educational institutions' proposal; conceptions on the identification of students with learning difficulties; conceptions about causes of learning difficulties; possibilities for assisting students with learning difficulties. The results indicated that the main factors reported by the participants on the characterization of pupils with learning difficulties were of the cognitive order. The data also showed that the teachers based their opinions on family aspects in order to focus on causes of learning difficulties; they attributed the largest parcel of responsibility for solving such situations to students' families. One of the main conclusions of this study allowed us to consider that the schools that were investigated reported a practice that doesn't meet the inclusive education assumptions, denoted by the attempt to homogenize regular classes.

Pol��tica de inclus��o nas escolas da rede municipal de Rio Claro/SP

A Pol��tica Educacional de Inclus��o constituiu-se no objeto de investiga����o, tendo como recorte hist��rico os marcos legais e as a����es desencadeadas pelo poder p��blico, que visavam garantir aos portadores de necessidades especais o direito constitucional �� educação, a partir dos anos 1990. A Constitui����o Federal de 1988 assevera o atendimento educacional especializado aos portadores de defici��ncia, preferencialmente na rede regular de ensino (art. 208, III) e, posteriormente, a LDBEN 9.394/96, por meio do art. 3o, inciso I e do art. 4 o inciso III e do CAP��TULO V Da Educação Especial (com tr��s artigos) ratificou e disciplinou os dispositivos constitucionais. Al��m desses documentos basilares, foram editadas outras medidas legais com o objetivo de disciplinar a quest��o, al��m de programas e a����es propostas pela Secretaria de Educação Continuada, Alfabetiza����o, Diversidade e Inclus��o (SECADI), que substituiu, a partir de 2004, a Secretaria de Educação Especial (SEESP). Os sistemas de ensino, em ��mbito estadual e municipal, tamb��m procuraram disciplinar a quest��o da inclus��o na rede regular de ensino dos portadores de necessidades educacionais especiais. Partindo dessa constata����o inicial, uma quest��o passou a nortear o trabalho: quais as medidas, a����es e programas desencadeados pelo poder p��blico municipal para o cumprimento dos preceitos expressos na CF/88, na LDBEN 9.394/96 e na legisla����o correlata? O objetivo geral desta pesquisa foi analisar as atuais pol��ticas p��blicas de inclus��o dos alunos com necessidades especiais na rede regular de ensino, verificando junto ao sistema municipal de educação de Rio Claro/SP quais medidas, a����es e programas que foram desencadeados a partir da d��cada de 1990. Tratou-se de uma pesquisa de cunho qualitativo, realizada por meio de revis��o bibliogr��fica, an��lise documental e entrevista semiestruturada... (Resumo completo, clicar acesso eletr��nico abaixo)

Hiperatividade: o que acontece na sala de aula?

Hyperactivity has been frequently discussed, researched and monitored, but it is important to investigate the student, the interrelationships that exist in the classroom and everything that happens in that context, what are the difficulties, facilities and behaviors. The intention of this work contribute to the education, seeking answers to the questions about hyperactivity and what happens in the classroom, or that was the object of study: classroom and its dynamics. This is a field study aimed to analyze the educational aspects and inter-personal relationship student-student and studentteacher in an inclusive classroom where there is a student with hyperactivity properly diagnosed. It was proposed to draw a profile of the hyperactive student, since it constitutes a case study. The research subject was a student of 3rd year of elementary school to public school, clinically diagnosed as hyperactive and who is backed by family, school and doctor. For data collection was developed an observation protocol, completed daily. The student was observed for two months on alternate days and times, totaling 18 classes. Interviews were conducted with the teacher and the student's mother in order to profile the student participant. After compiling the data, we can find the answers of the questions that motivated this research, it is possible to identify the unpreparedness of teachers to deal with hyperactive students in the classroom, the spread of behaviors, considering many students as hyperactive, but no diagnosis; need to adapt the content, but properly and not just recreational; lack of dialogue between school and family

A empatia, a sensibiliza����o e a forma����o de professores do ensino p��blico para uma inclus��o efetiva de alunos com necessidades educacionais especiais

Special education and inclusion of students with Special Educational Needs (SEN) in regular classrooms of public schools has being widely discussed in academic and political areas. From Salamanca Declaration signed in 1994, which established that the education of people with special needs should be guaranteed by public system, being offered within regular classrooms said. Along the inclusion process, has been observed an increasingly difficult for teachers to work with these special students. This difficulty comes from an incomplete or inadequate formation, resulting in an education that is not always inclusive. The present work aims to investigate what are the motivational factors that lead teachers, working in public schools, to seek continuing courses of formation in specialized educational services, and what are the possible impediments that eschew them from seeking such courses. Data were collected through questionnaires given to elementary school teachers, from public schools in the city of Rio Claro- SP. With their answer, it could be identified what are the motivational factors of the quest for continuing formation, as well as facts that obstruct this specialization. It could be observed that there is a need for constant training of the education professionals, for them to be able to appropriate of the inclusion as a pedagogical approach, not just a law and far from reality