Pedagogia, educação especial e educação inclusiva na UNESP: história e trajetória

This article addresses the historical constitution of Pedagogy undergraduate courses and their current proposal for teacher education and for the management of education systems. Another aspect discussed in the text is the constitution of the Pedagogy undergraduate courses at UNESP, the movement of each one, its specificities, relationship with the national trend, political aspects, and also the implications of the national guidelines for training in special education and the inclusive education approach in teacher education. Nowadays, UNESP has six Pedagogy undergraduate courses that are strongly consolidated and active in the Brazilian educational scenario in the area of teaching, research and extension education, and although UNESP has progressed towards conforming the national guidelines, each course has peculiarities in its pedagogical projects. As a result of this and of the history of the FFC in Marília, we found an organization that includes the perspective of an inclusive education.

Tecnologia da Informação: computador e tablet no contexto da educação especial

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Escola em tempo de inclusão: ensino comum, educação especial e ação do fonoaudiólogo

This article refl ects about the action of the school speech therapist presented in a panel discussion proposed by the Public Health Department entitled: “School time of inclusion: common teaching, special education and speech therapist’s action” during the 19th SBFa’s Congress at the WTC Sheraton in São Paulo. The refl ections triggered aimed to provide elements for the systematization of actions from different sectors guided by ethical principles, theory and practice that enable collaborative relationships between educators and speech therapists. The text mantained the order of presentations that have focused on: 1) the challenges of speech-language intervention in the processes of inclusion and exclusion of the school: from the promotion of oral and written language, to the approaches of the so-called language disorders; 2) the interface between Speech Therapy and Education; 3) the role of the speech therapist in the context of Inclusive and Special Education. The authors support the position that the work done at the interface Speech Therapy and Education has the potential to contribute to school’s inclusion processes that will be capable to subvert the discriminatory logic that imposes in daily school the binomium inclusion / exclusion. The theoretical and methodological approaches presented by the authors are supported in a humane and civic vision care, training and social participation.

O professor da Educação Especial e o processo de ensino-aprendizagem de alunos com autismo

This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the “Global Developmental Disorders (PDD)” and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of São Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.

Influência das representações sociais do pesquisador na análise de dados de entrevistas: um estudo no campo da educação especial

Social representations are values and ideas shared and transmitted by a group of individuals. This article aims to investigate how researchers’ social representations can influence their analysis of an interview. Data were collected from 28 students participating in a course on interview analysis. Students were divided into three groups. Each group received the same excerpt of a transcript, but with different characterizations of the interviewee: for Group 1, it was a young man who had studied in a public school; for Group 2, the subject had attended a special education school for people with intellectual disabilities; for Group 3, he had studied at a private school. The three groups were asked to analyze the interview and submit a written document describing their analysis. The data revealed that the students carried out interpretive synthesis, descriptive synthesis, and thematic analysis. Interpretations of content data indicated that participants in Groups 1 and 3 attributed negative representations to the interviewee and/or to public or private school. In contrast, participants in Group 2, which was told that the interviewee had intellectual disabilities, attributed positive representations to the interviewee and to the special education school. The conclusion indicates the urgency for theoretical and practical training of young researchers regarding analysis of interviews so that the representations do not lead to biased results. The comparison of the results with an earlier similar study points to a probable change in representations of people with intellectual disabilities.

As contribuições da Educação Especial para promoção da educação inclusiva nas normativas brasileiras

Este texto objetiva apresentar, de forma crítica, uma retrospectiva pontual das normativas brasileiras que orientam a escolarização de alunos da Educação Especial, na perspectiva da educação inclusiva. Em defesa da revisão dos procedimentos de ensino na formulação das práticas educacionais inclusivas, as normativas sugerem mudanças importantes quanto: ao lócus de escolarização do público da Educação Especial, a definição dos que dela se beneficiam e a revisão do seu papel em prol da consolidação da educação inclusiva. As normativas indicam ainda orientações específicas no que diz respeito às providências instrumentais, infraestruturais, e de ajustes curriculares, entre outras. Tais recomendações intencionam assegurar condições mais favoráveis de progresso acadêmico aos alunos com deficiência, transtorno global do desenvolvimento, altas habilidades e/ou superdotação no sistema público de ensino. Pelo intermédio de um julgamento criterioso dos textos normativos referentes aos documentos legais selecionados, espera-se contribuir para a compreensão das formas de organização da Educação Especial no atendimento às necessidades educacionais de uma parcela significativa do alunado. Recorda-se que esses alunos, que necessitam de com condições diferenciadas de ensino, por longas décadas ficaram afastados dos conhecimentos valorizados pela cultura escolar, entretanto, com a adoção de políticas públicas, que respeitam e valorizam a diferença, formas de escolarização e de participação direta no ensino comum tem sido uma prática real no sistema educacional brasileiro.

Reflexões sobre precoces, prodígios, gênios e as altas habilidades, com base na neurociência cognitiva. Revista Educação Especial

In special education, high skills designate people who demonstrate the capability, potential or performance in human activities, well above average. Our objective, using neuroscience to understand the early, prodigies, geniuses and high abilities as a result of a unique process of memory formation. It is a literature search, in which the works were identified, located, compiled, analyzed and blacklisted. The material was located from keywords in databases. For the compilation were used as inclusion criteria, adopted the intersection of the keywords as well as the work of researchers from education, psychology and neuroscience, published between 1966 and 2009; qualitatively analyzed 40 references, 18 articles and 22 other texts. The trajectory analysis was developed with the question: no need to explain differently the precocious prodigies, geniuses, and AH? We reached three logical propositions. We demonstrate through this exercise of course, that there would be no need to explain differently the precocious prodigies, geniuses, and AH, but conclude that there is need for such differentiation, even within the field of neuroscience, however, the statement above points to Renzulli’s theory as valid for geniuses and AH, with exceptions for early and wonders that deserve a closer look.

Acessibilidade em eventos científicos: contribuições da educação especial

The accessibility concept has been incorporated by scientific and social environment. In this context, it is necessary to be concerned about issues of accessibility in scientific events, mainly those that approach the subject special education and that appreciate inclusion and social participation of people, regardless of the differences. This study presents text some information on accessibility in scientific congresses as well as a checklist to assist in planning events of this nature.

Educação especial e educação: percepções sobre a formação docente em nível de pós-graduação - EaD em São Paulo e em Lisboa

Pós-graduação em Educação Escolar - FCLAR

Avaliação de periódicos científicos: Revista Brasileira de Educação Especial

The Brazilian Journal of Special Education was first published in 1992 and has been continuously evaluated internally by scholars of the Brazilian Association of Researchers in Special Education, and externally, by Capes and ANPEd. The last evaluation made by Capes indicated a Qualis A2 for the Brazilian Journal of Special Education. The aim of this article is to discuss these evaluations in order to improve the quality of the journal. The proposed evaluation focused on qualitative parameters presented by the Anped assessment, and statistical parameters available by SciELO. The result of this analysis is that the Brazilian Journal of Special Education has similar parameters to journals qualified as A1, and sometimes even higher than those. Discussion of quality improvement of the journal indicated: 1) the need to receive articles via internet through its peer review system; 2) assignment of coeditors to ensure the evaluation flow of submitted manuscripts; 3) investment in infrastructure, such as purchase of computers and software to improve editing and publishing.

Desenvolvimento moral: atividades e reflexões com alunos de educação especial

Pouco ou muito pouco se aborda sobre o julgamento moral nas escolas, sendo este tema, muitas vezes, ignorado ou transferido para os pais e para a sociedade, isentando a escola do compromisso de lidar com conflitos e discussões acerca do tema. No entanto, considera-se que a escola pode contribuir para o desenvolvimento moral dos alunos. O presente trabalho teve por objetivo elaborar, desenvolver e avaliar uma proposta visando observar e favorecer o desenvolvimento moral de alunos de uma escola especial. A proposta foi dividida em planejamento, desenvolvimento e análise das atividades. Para o planejamento foram realizadas observações, definidos os princípios e elaborado as atividades a serem realizadas. No desenvolvimento das atividades, visamos favorecer aspectos do desenvolvimento moral das crianças. Na análise das atividades, identificamos indicativos de alterações no comportamento de cooperação com os amigos e atendimento de regras.

O professor da educação especial e o processo de ensino aprendizagem de alunos com autismo

Autism is the theme of this study and the occurrence of the teaching-learning process of students with autism was observed. The study took place in a special education school. Nowadays, infantile Autism is classified as one of the “Development Global Disorders” and it is characterized by serious and global impairments in several aspects of the development, as the reciprocal social interaction, communication abilities and presence of behavioral stereotypes, interests and activities. Notwithstanding, these subjects present a triad of impairments concerning the development areas, such as: communication incapacity for social interaction and imagination, which affect directly the learning process. Thus, the aim of this study was to identify the teaching methodology employed for children with autism concerning special education and to verify in which aspects this methodology can help the teachinglearning process of those students. For this reason, a specialist teacher and three students with autism, of a special Education School, located in the interior of São Paulo state, took part in this study. For data collection, a total of 19 activities realized by the students with autism were observed inside the classroom. The specialized teacher answered a semi structured interview. The results demonstrated that the specialized teacher does not employ any specific teaching methodology, in order to help the teaching-learning process for those students, although there are some specific methodologies for children with autism, which are employed in special education schools. Nevertheless, it can be observed a lacuna concerning the teaching process employed by the teacher, and some uncertainly referring to the leaning process of those students with autism who attend that school

O tutor virtual na formação continuada em educação especial

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Análise e reflexão sobre a educação especial inclusiva em Maringá/BR e em Guadalajara /ES

The purpose of this study is to know the route of Special Education in different contexts, the city of Maringa/Brazil and Guadalajara/Spain and analyze the bases underlying the organization, structure and operation of this mode of education having as starting point the process inclusive school. This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Vygotsky. He argues that the existence of fundamental principles underlying the development of children with disabilities. If, on the one hand, the disability imposes limitations on the individual, hindering its development, on the other, just by causing difficulties, enables the movement to compensate, increasing the development of other capabilities. The deficit itself is less. Therefore, it is a field research carried out by means of observations, literature search and document analysis in early childhood education institutions visited in the cities mentioned above. The results showed that there are peculiarities of its path, organization and functioning of Special Education in each of the contexts analyzed. Referentemente the inclusive education movement, it is clear that Spain is a precursor of this process therefore has the right conditions in different ways to conduct the service children with special needs, and on the other hand, schools have the resources and specialized materials they need. While in Brazil the operationalization of these measures occurs more slowly. Thus, we can say that this process of inclusive education does not happen in a linear fashion within mainstream schools and so little action in the different forms of special education in two contexts analyzed.