Abstract

Among the obstacles that permeate the paths taken by education at the present stage of Brazilian society, the need for inclusion of people with disabilities in the school context is presented as one of the challenges. So the theme of education of people with disabilities is on the agenda of government documents and research by academic segments. This brief study, developed coma contribution of the city of São José do Campestre - RN schools professionals corroborates the existing ideas in academia around the Educational Service Specialist - SSE, identifying the difficulties related to living with the demands placed on education system. As a result, the survey visited six public schools and one private to scale the work with the theme. In the meantime they have been raised administrative and educational information as well as data around the joints made to develop, as a teaching institution, the actions resulting from the legal apparatus present in public policies for inclusive education. So what is prepared in the steps of this work shows that the achievement of targets for the training of people with some psychomotor anomaly goes through attitudes clearly defined in education, as with other public sectors, such as the health system, as official data have a visible growth demonstrably poor students of specialized care in the public education networks, a situation that suggests pressing attitudes founded on guidelines provided by education bodies and practical behaviors built in the school routine, aiming for the students demands, progress in the organization of present knowledge in school curricula.

Abstract

The inclusion of people with Down syndrome in the regular system is a relevant topic in teacher education and school practices. In this sense the objective of this study is to describe pedagogical conceptions and practices directed to students with Down syndrome in a private school network in Nova Cruz-RN. The methodology used in this study was a descriptive and exploratory qualitative research. For data collection was used a questionnaire with objective and subjective questions, attended three (3) teachers, a pedagogical coordinator and ten (10) students. With the analysis of data collected know the profile of teachers who work with SD student in this institution, they teach at this school between 2-28 years have an age group between 26-50 years and are all graduates. Teachers find that the greatest difficulties in working with children with Down syndrome are the lack of adequate training and support offering and services provided by the school. Most respondents reported that family support is a key facilitating factors for the social inclusion of these students.

Abstract

A fundamental theme in today's society is inclusion. And in the school context this has been discussed in a very intense way. In this context, among students who can be considered to have “special educational needs”, there are people with autism. Autism and all disorders, including autistic disorder, childhood disintegrative disorder, unspecified generalized developmental disorder (PDD-NOS) and Asperger's Syndrome, have merged into a single diagnosis called Autistic Spectrum Disorders - ASD. Considering the problem involving strategies for the inclusion of students with ASD in common classrooms, the objective of this work was to understand the challenges for inclusion of autistic people in common classrooms, and possible ways to overcome these challenges. In order to achieve this objective, a qualitative research was developed. Data were collected from a questionnaire applied to six elementary school teachers named in this study as P1, P2, P3, P4, P5, P6. From the analysis of the questionnaire applied to these teachers, we found that schools as well as teachers have faced some barriers to the inclusion of students with ASD, namely: limited knowledge about strategies and lack of continuing education; lack of institution structure; difficulty in dialogue between family and school; and in addition, in some cases we have verified the erroneous view of some education professionals, who understand the difficulties of children with ASD only as socialization, disregarding their learning capacity. Therefore, we can conclude that continuing education, the structuring of schools with specialized educational assistance, a more consistent and conscious dialogue between family and school, are strategies that can help overcome the barriers that are hindering the learning and inclusion of students with ASD.

Abstract

The aim of this study is to analyze the pedagogical practices aimed at students with ASD in multifunctional resource rooms and their relationship with the schooling process. The methodology used was the qualitative approach, with observation and interview. The results showed that there are gaps in the initial formation of the teachers that attend this student. Thus, it was possible to conclude that the pedagogical practice developed revealed a scarce knowledge for schooling of students with autism.

Abstract

The theme studied in this work refers to the deaf student’s education process in the second stage of basic education. The overall objective of this research was to analyze the educational process of a deaf student in the second stage of primary education, specifically in the 7th year. This overall objective the following specific objectives are delimited-: describe the processes of teaching of a deaf student in the second stage of elementary school and identify the conception of the teacher about their performance in the ESA and as POUNDS interpreters in education of deaf students enrolled in 7 year education Elementary II a school municipal St. Anthony of teaching / Rio Grande do Norte. The methodology presented in this work can be classified as qualitative. For data collection questionnaires and interviews were conducted with teachers and Libras interpreter. As to results, teachers have hampered the organization of teaching strategies and curriculum planning and practices in view of the specific language of the deaf students. The results point to the Pounds contribution of education as a first language and the teaching of Portuguese as a second language writing. The proposed bilingual education advocated by the deaf community brings forth the linguistic specificity as the dimensions of the education of the deaf. The study concludes that the gaps in teacher training about Pounds knowledge as one of the barriers to the inclusion of deaf students in mainstream education and participation and learning of these subjects throughout elementary school.

Abstract

Autism is a disorder characterized by differences in the behavior of the subject, especially in communication and social interactions from the earliest years of life. The present article has the objective of analyzing the conceptions and pedagogical strategies in the schooling of students with autism in a regular school of education in the city of Natal/RN. The methodology of this work is qualitative and the starting point for the investigation of this theme is participant observation in the follow-up of a child with autism, and semi-structured interview. Among the results are the perception of a routine in the school environment, as well as the perception of the teaching and learning process of these children in common class. The conclusion of the study shows that the application of strategies in the schooling of students with autism, in addition to interactions with other children and the environment with which they coexist, promote the construction of a routine that contributes to social, cognitive and motor development.