Política de inclusão nas escolas da rede municipal de Rio Claro/SP

A Política Educacional de Inclusão constituiu-se no objeto de investigação, tendo como recorte histórico os marcos legais e as ações desencadeadas pelo poder público, que visavam garantir aos portadores de necessidades especais o direito constitucional à educação, a partir dos anos 1990. A Constituição Federal de 1988 assevera o atendimento educacional especializado aos portadores de deficiência, 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 CAPÍTULO V Da Educação Especial (com três artigos) ratificou e disciplinou os dispositivos constitucionais. Além desses documentos basilares, foram editadas outras medidas legais com o objetivo de disciplinar a questão, além de programas e ações propostas pela Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (SECADI), que substituiu, a partir de 2004, a Secretaria de Educação Especial (SEESP). Os sistemas de ensino, em âmbito estadual e municipal, também procuraram disciplinar a questão da inclusão na rede regular de ensino dos portadores de necessidades educacionais especiais. Partindo dessa constatação inicial, uma questão passou a nortear o trabalho: quais as medidas, ações e programas desencadeados pelo poder público municipal para o cumprimento dos preceitos expressos na CF/88, na LDBEN 9.394/96 e na legislação correlata? O objetivo geral desta pesquisa foi analisar as atuais políticas públicas de inclusão dos alunos com necessidades especiais na rede regular de ensino, verificando junto ao sistema municipal de educação de Rio Claro/SP quais medidas, ações e programas que foram desencadeados a partir da década de 1990. Tratou-se de uma pesquisa de cunho qualitativo, realizada por meio de revisão bibliográfica, análise documental e entrevista semiestruturada... (Resumo completo, clicar acesso eletrônico abaixo)

A empatia, a sensibilização e a formação de professores do ensino público para uma inclusão 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

Sala de recursos para deficientes visuais: contribuições para o processo de inclusão escolar

This work is situated in the universe of resource rooms with a focus on the teachinglearning disabled students with low vision and visual in two cities of São Paulo. The paper discusses theoretically the historical emergence of these rooms, the deployment in the State of São Paulo and its importance within the context of school inclusion of students with visual impairments. Its purpose is to conduct a general survey of the operating conditions of the rooms from the perspective of the teacher of students. The results verified the contribution of this service as a complementary tool of the ordinary classroom, the use of specific instructional materials and overall educational performance of students. The results indicate that this type of specialized care while receiving criticism, does not promote segregation, but what about the educational needs of these students, who despite the lack of vision, school performance is equal to or better than the other students in the classroom common, it all depends on family support, and dedication to studies by the student. Research has shown students satisfied with the services provided in the resource room, as well as integration and good relationships between teachers and students. We could also highlight the importance of specific training and mastery of knowledge by the teacher to work with the visually impaired person. At the end the results were sent to the schools of this research object of study so that it can contribute to effective work in the educational process for visually impaired students in resource rooms

Educação Matemática e Inclusão Escolar: a construção de estratégias para uma aprendizagem significativa

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Salas de recursos multifuncionais: contexto de Inclusão Escolar para os alunos público-alvo da Educação Especial ?

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Considerações sobre a inclusão 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 São Paulo (Brazil). About the participants, three were attended the Term I: (1ª and 2ª series), three the Term II (3ª e 4ª series) and three the Term III: (5ª 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.

Educação para a sexualidade na formação de professores na modalidade de ensino a distância: a utilização de um objeto educacional

In inclusive school there are many students and some with disabilities. One of the dimensions of human development of all people's is the sexuality, although there are erroneous beliefs about the relationship sexuality and disability. Teachers must be prepared to deal with the sexuality of their students with disabilities in school, and proposals of education in the form of distance education has been an alternative to the training. This article relate an educational proposal for teachers, linked to a part of the activities undertaken in the discipline "Human Development and Family" on a course of specialization in Special Education in Distance Education mode. Describes an educational object named "Game: challenges and actions in school" , that presented four situations on behaviors involving sexuality of students: question about sexuality, masturbation in the classroom, dating from students and discrimination an obese colleague. In each one, there was potential actions to the teachers choose and, consequently, its unfolding. The choice of actions would lead to the end of a "teacher profile", offering reflections. Teachers reported positive unsolicited comments about the content of the game. It is concluded that the proposal is an important educational tool used in the Virtual Learning Environment that can assist in teacher training courses in sexuality education.

A inclusão de estudantes com deficiência intelectual na educação básica primária da Colômbia: políticas públicas e práticas pedagógicas / Diego Fernando Rosero Ruiz

Pós-graduação em Educação - FFC

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Do improviso às possibilidades de ensino: estudo de caso de uma professora de matemática no contexto da inclusão de estudantes cegos

Pós-graduação em Educação Matemática - IGCE

Processo educacional de crianças com Transtorno do Espectro Autista na Educação Infantil: interconexões entre contextos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Políticas públicas de inclusão na educação infantil: um estudo em creches do município de Franca

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

A equoterapia como auxiliar no processo de inclusão do aluno com deficiência visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...

A equoterapia como auxiliar no processo de inclusão do aluno com deficiência visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...

Inclusão de crianças com Síndrome de Down

O objetivo deste trabalho foi explorar as experiências de famílias no processo de inclusão escolar de crianças com síndrome de Down, com vistas à promoção de saúde dessas famílias. Trata-se de um estudo de casos múltiplos, de abordagem qualitativa, em que participaram onze famílias de crianças com síndrome de Down. Os dados foram coletados por meio de entrevista semiestruturada e submetidos à análise de conteúdo. Os resultados demonstraram que, na perspectiva dos participantes, os professores não estão preparados para a inclusão, porém, ainda assim, esse processo vem se demonstrando benéfico na educação infantil. Ficou evidente a necessidade de articulação entre os setores da educação e saúde e de uma mudança de paradigma no modelo educacional. A pesquisa aponta aspectos que merecem atenção por parte dos profissionais envolvidos, de modo a tornar a inclusão um processo a ser vivido da melhor forma possível.