School inclusion in youth and adult education
| Autor: | Eglaucimara Oliveira Rodriguez, Alessandra Dutra, Letícia Jovelina Storto |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Gerontology
Inclusion lcsh:LC8-6691 lcsh:Special aspects of education Teaching staff Professional practice Educational institution Education Teacher training Adult education Media Technology School environment Special educational needs Sociology lcsh:L Humanities Inclusion (education) Adult education and literacy lcsh:Education |
| Zdroj: | Revista Eletrônica de Educação, Vol 11, Iss 1, Pp 260-276 (2017) |
| ISSN: | 1982-7199 |
| Popis: | This study investigates teachers’ perceptions about the assistance provided to students with special educational needs, developmental disorders and high skills or giftedness at a state educational institution in Londrina (Brazil) which offers exclusively Youth and Adult Education modality. For this, we applied an instrument to collect data with 24 participants whose questions were about school inclusion in Youth and Adult Education. The results showed that most teachers did not receive specific training to support pupils with special educational needs. These professionals reported that they are dissatisfied with the developed work, highlighting the lack of training and capacitating programs as the main cause. Data also showed that, in seeking help and support for professional practice, teachers usually rely on colleagues with specific training and the school teaching staff. Several points highlighted as barriers for effective school inclusion are related to questions present in any heterogeneous class and not specifically with students with special educational needs. Thus, it is believed that the inclusion in the school environment can be a reality and the teacher is a key element in the consolidation of this process. Keywords: Education. Adult education and literacy. Inclusion. Teacher training. References ALMEIDA, Dulce Barros de et al. Politica educacional e formacao docente na perspectiva da inclusao. Educacao . CE/USFM. Santa Maria/RS, v. 32, n. 2, 2007, p. 327-342. Disponivel em: . Acesso em: fev. 2013. BRASIL. Lei no 13.146, de 6 de julho de 2015 . Institui a Lei Brasileira de Inclusao da Pessoa com Deficiencia (Estatuto da Pessoa com Deficiencia). Disponivel em: . Acesso em: nov. 2016. BRASIL. Lei no 12.796, de 4 de abril de 2013 . Altera a Lei no 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educacao nacional, para dispor sobre a formacao dos profissionais da educacao e dar outras providencias. Disponivel em: . Acesso em: dez. 2014. DUTRA, Claudia Pereira et al. Politica nacional de educacao especial na perspectiva da educacao inclusiva. Inclusao: Revista de Educacao Especial , Brasilia, v. 4, n. 1, p. 7-17, jan./jun. 2008. Disponivel em: . Acesso em: nov. 2016. ENS, Romilda T. Significados da pesquisa segundo alunos e professores de um curso de Pedagogia . 2006. 138f. Tese (Doutorado em Educacao - Psicologia da Educacao) - Pontificia Universidade Catolica de Sao Paulo. Sao Paulo, 2006. MITLLER, Peter. Educacao inclusiva : contextos sociais. Porto Alegre: Artmed, 2003. NOZI, Gislaine Semcovici; VITALIANO, Celia Regina. Saberes docentes e o processo de inclusao de alunos com necessidades educacionais especiais. In: LIMA, Angela Maria de Souza et al. Inclusao : debates em diferentes contextos. Londrina: EDUEL, 2013. p. 28-36. |
| Databáze: | OpenAIRE |
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