Pedagogical residence and inclusion of students with intellectual disabilities
This report aims to show the experiences in the classroom with students who have intellectual disabilities (ID) in order to explain how the pedagogue can act in the formation of these students in their literacy process. The objective of this work was to describe the teaching experiences with student...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/11442 |
| Acceso en línea: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11442 |
| Access Level: | acceso abierto |
| Palabra clave: | Residência Pedagógica Deficiência Intelectual Formação Inicial Pedagogical Residency Intellectual Disability Initial Training |
| Sumario: | This report aims to show the experiences in the classroom with students who have intellectual disabilities (ID) in order to explain how the pedagogue can act in the formation of these students in their literacy process. The objective of this work was to describe the teaching experiences with students with ID and show how the PRP provides us with this essential experience for our training. Thus, this research is bibliographic and documentary. In conclusion, the activities carried out during module I of the residency were carefully planned according to the children's abilities and limitations. It was observed that they participated actively, engaging in various activities such as writing, dialog, games and moments of fun. |
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