Geography Teaching and the barriers in School Inclusion
Context: Access to education is a right for all, protected by laws that ensure enrollment in regular schools. Despite significant progress, numerous barriers hinder individuals with disabilities (PWD) and special educational needs (SEN) from having equitable opportunities in their learning process....
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Casa de Hiram |
| Repositorio: | Estrabão |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.estrabao.press:article/153 |
| Acceso en línea: | https://revista.estrabao.press/index.php/estrabao/article/view/153 |
| Access Level: | acceso abierto |
| Palabra clave: | Geografia inclusiva barreiras educacionais educação inclusiva Inclusive Geography educational barriers inclusive education Geografía inclusiva barreras educativas educación inclusiva |
| Sumario: | Context: Access to education is a right for all, protected by laws that ensure enrollment in regular schools. Despite significant progress, numerous barriers hinder individuals with disabilities (PWD) and special educational needs (SEN) from having equitable opportunities in their learning process. Geography is crucial in this discussion, as it enables students to recognize themselves as citizens who contribute and engage with the space around them, understanding local phenomena through key concepts. Methodology: The research takes a qualitative approach, involving the observation of school dynamics, literature review, and field research, including interviews with a Geography teacher and a specialized educational assistance (SEA) teacher. Considerations: This research aims to investigate the existing barriers that hinder the effective implementation of inclusive education for students with disabilities in an 8th-grade class at a public school in Assú, RN. It seeks to comprehend how the teaching and learning of Geography occur for these students and analyze the importance of inclusive practices in breaking down these barriers. We have observed that numerous obstacles still prevent the full realization of inclusive education. It requires more than physically and architecturally adapted schools; it demands an investment in people. The entire school community, including directors, coordinators, teachers, students, and staff, must fulfill their roles as citizens who respect differences and individual uniqueness. |
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