O plano educacional individualizado e a escolarização dos alunos com deficiência intelectual: políticas e práticas
| Autor: | Vilma Miranda de Brito, Tânia Mara dos Santos Bassi, Celi Corrêa Neres |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Operationalization
LC8-6691 media_common.quotation_subject Primary education Education (General) General Medicine Prática docente Special education Inclusão Special aspects of education language.human_language Plano educacional individualizado (PEI) Promotion (rank) Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION language Portuguese L7-991 Psychology Deficiência intelectual Inclusion (education) media_common |
| Zdroj: | Política e Gestão Educacional, Vol 24, Iss esp2 (2020) |
| ISSN: | 1519-9029 |
| Popis: | This paper aims to present and discuss the execution of the Individualized Educational Plan (PEI, Portuguese initials), as an instrument in the schooling process of students with disabilities in the first stage of Elementary Education. To do so, we sought, through a qualitative approach, to conduct a study on the use of PEI in the process of school inclusion of students with intellectual disabilities (ID). It was found that the operationalization of the PEI does not occur to all students with ID in a direct way. However, considering the ID students’ educational needs, pedagogical adaptations are developed within the scope of the common classroom, mainly by the Specialized Pedagogical Assistant (SPA). On the other hand, the data collected demonstrated that, specifically, regarding the head teacher/regent there is a fragility of knowledge about special education and its specificities, which directly interferes in the promotion of schooling of the ID student inserted in the common school. |
| Databáze: | OpenAIRE |
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