Psicopatologia e educação infantil: elabora����o de manual de orienta����o sobre os transtornos do espectro do autismo

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

Educação especial e educação: percep����es sobre a forma����o docente em n��vel de p��s-gradua����o - EaD em S��o Paulo e em Lisboa

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

Forma����o continuada em educação f��sica e inclus��o do deficiente no ensino regular sob a ��tica de professores =: The ongoing graduation in physical education studies and the inclusion of disable people in regular schools under the teacher's perception

P��s-gradua����o em Ci��ncias da Motricidade - IBRC

Organiza����o e funcionamento do atendimento educacional especializado na educação infantil: estudo de caso

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

Forma����o de professores de educação f��sica para inclus��o educacional usando tecnologia assistiva

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O tutor virtual na forma����o continuada em educação especial

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Considera����es sobre a inclus��o escolar de alunos com necessidades educacionais especiais na educação de jovens e adultos

This work carried through an exploratory study with nine students with Special Educational Needs (SEN) that had passed for the scholarship in last the ten years and who were registered in the modality of Education for Young people and Adults (EYA). The objective was to identify the effect of the inclusive education, with regard to access and equity in education, in relation to the acquisition of reading, writing and calculation, having as reference the initial cycle of literacy. The research was developed with students aged between 16 and 46 years, in a city in interior of S��o Paulo (Brazil). About the participants, three were attended the Term I: (1�� and 2�� series), three the Term II (3�� e 4�� series) and three the Term III: (5�� series). An Instrument of Evaluation was elaborated, with specific questions of Portuguese language and mathematics. The study found that in the last ten years, of the investigated group, few students had frequented regular school and those who attended were for a short period of time. The great majority studied, in recent years, only in special school, against the current legislation of inclusive education policy in the Brazilian educational system. Although the students receive the classification of students with SEN, the scholar system demonstrate difficulties in taking care of these students in theirs specific demands of learning and remain, still, the necessity of adequate training of teachers to work in the inclusive schools and to attend the diversity present in the classroom.

Concep����es da equipe escolar sobre a gest��o escolar e a escola inclusiva

Inclusive education is a proposal in which all people are accepted and recognized by their individual characteristics. Thus, this study aimed to investigate the concept of inclusive education and its relation within the democratic management on the early childhood education. Participated in these study educators of two schools in a municipal system school, the data were collected by means of interviews and were analyzed using qualitative approach. Educators participated in the study of two schools in a municipal school, and the data collected by means of interviews and organizes collective actions designed. The survey results suggest that is necessary that the management team is informed and understands the importance of articulating different social segments that can assist special needs of students with disabilities in their needs, promoting thus its development.

A abordagem CCS na forma����o de professores para uma escola inclusiva

P��s-gradua����o em Educação - FCT

A forma����o de docentes inclusivos: um desafio para a educação brasileira

Respect for differences is one of the most important subjects in debate in the Brazilian and World society today. It���s consensus that diversity education is very important to make humanity fairer and more equal. In this context, it���s necessary to separate real pedagogic actions from political demagogy. So, our objective in this paper is to enrich this discussion with the results of our project ���Perspectives of teachers about the inclusion of special students in Programa UNESP de Educação de Jovens e Adultos���. These results will demonstrate a good example of inclusive education and will prove the inadequacy of training in special education offered to Brazilian university students. In our opinion, it���s impossible to believe in diversity education without appropriate training in inclusive education because this work requires accommodation of social, political, physical, religious, cognitive and cultural differences and this demands a skilled professional in all teaching methods.

Educação matem��tica e crian��as surdas: explorando possibilidades em um cen��rio para investiga����o

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

Pr��ticas pedag��gicas inclusivas na educação infantil: atividades l��dicas envolvendo crian��as com Transtorno do Espectro Autista (TEA)

P��s-gradua����o em Doc��ncia para a Educação B��sica - FC

Da forma����o acad��mica �� atua����o em educação f��sica adaptada: a prepara����o do profissional de educação f��sica para o contexto inclusivo escolar

This study examines the knowledge of the physical education teacher���s relation with inclusion of handicapped people in their classes. Thus, data were collected through a semi-structured questionnaire administered in 23 teachers of Physical Education. The main difficulties to the implementation of inclusion concerned basically to the lack of applied knowledge. As suggestions, were highlighted: the need for guidance by a multidisciplinary team; continuing education; upgrades in infrastructure and appropriate teaching resources; previous experience of teaching students with disabilities were also related. The data allowed the identification of elements needed to accomplish the inclusive educational physical education purpose and the need of professional prepare to attend the inclusive quests.

O ensino colaborativo como facilitador da inclus��o da crian��a com defici��ncia intelectual na educação infantil

This paper presents aspects of Early Childhood Education in the perspective of Inclusive Education, considering collaborative teaching as a relevant strategy in this mode. Thus, had been aimed to review the literature on collaborative learning in kindergarten and verify the knowledge of teachers on this pedagogical strategy. The survey was conducted in Child Education Centers and Schools municipal daycare, totaling 4 units and 45 participants. Empirical data were collected through a closed questionnaire, tabulated and analyzed qualitative and qualitatively. The results indicate the recognition of preschool teachers in need of support and assistance regarding collaborative teaching, highlighting the need for continuous training in the performance of special education teacher in this context.

A forma����o inicial para o ensino de Ci��ncias e aEducação Inclusiva: o curr��culo das licenciaturas

O objetivo do trabalho foi analisar a inser����o da tem��tica Educação Inclusiva (EI) em cursos de licenciatura da ��rea de Ci��ncias (Biologia, F��sica e Qu��mica), das universidades p��blicas estaduais do estado de S��o Paulo. Analisou-se o projeto pol��ticos pedag��gicos (PPP) e planos de ensino das disciplinas da ��rea pedag��gica, atrav��s da an��lise documental. Dos PPPs das licenciaturas em Ci��ncias, apenas um curso de F��sica (FIS 4), um de Qu��mica (QUIM 6) e Ci��ncias Biol��gicas (BIO 13) tratam da EI. Em rela����o ��s disciplinas que abordam a EI, dos 13 cursos de licenciatura em Ci��ncias Biol��gicas, apenas tr��s apresentam disciplinas que abordam a tem��tica. Dos nove cursos de licenciatura em F��sica, quatro possuem disciplina que abordam a tem��tica. Dos oito cursos de licenciatura em Qu��mica, dois contam com disciplinas que abordam a tem��tica ���Educação Inclusiva���.