Multifunctional Resource Room teachers´ reports on working conditions at school
In 2008, the Brazilian Ministry of Education (MEC) created a program to implement Multifunctional Resource Rooms (MRR) to guarantee Specialized Educational Services (SES) for Special Education students. Interviews were conducted with 18 MRR teachers with the purpose of describing how MRR teachers re...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/70929 |
| Acesso em linha: | http://periodicos.ufsm.br/educacaoespecial/article/view/70929 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educação inclusiva Salas de recursos multifuncionais Prática pedagógica Inclusive education Multifunctional resource rooms Pedagogical Practice Educación inclusiva Salas de recursos multifuncionales Práctica pedagógica |
| Resumo: | In 2008, the Brazilian Ministry of Education (MEC) created a program to implement Multifunctional Resource Rooms (MRR) to guarantee Specialized Educational Services (SES) for Special Education students. Interviews were conducted with 18 MRR teachers with the purpose of describing how MRR teachers report the perception of regular classroom teachers about the work carried out in these MRR; how MRR teachers interacted with regular classroom teachers, teaching assistants and families; and what attributions they had. A thematic analysis of the transcripts showed that both teachers in regular classrooms and school principals not only failed to have a clear picture of the MRR functions, but also had unmet expectations regarding the work developed there. The frequency and duration of the meetings of MRR teachers with those of regular classrooms, as well as places where such meetings took place were not adequate; interaction of MRR teachers with families and teaching assistants was considered beneficial. Among the attributions of these teachers, the following were highlighted: adapting materials and pedagogical activities for special education students, organizing the IEP (Individualized Educational Plan), demonstrating other ways of presenting certain curriculum subjects, bringing materials and games as resources, promoting training courses about Assistive Technology and Augmentative and Alternative Communication (AAC), adapting tests by frequently using AAC resources. Moreover, MRR teachers report that regular classroom teachers and families are unfamiliar with SES teachers’ objectives. |
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