School staff conceptions for the inclusion needs of students
This study, conducted in a public school in Caldas Novas-GO, aims to describe the training, educational practices and participants' view of the future insertion of students with Special Educational Needs (SEN) in the work. A qualitative case study was conducted using a semi-structured...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Ensino em Revista |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/52068 |
| Acceso en línea: | https://seer.ufu.br/index.php/emrevista/article/view/52068 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação Docente Educação Inclusiva Capacidade Laboral Necessidades Educacionais Especiais Teacher Training Inclusion Labor Capacity Special Educational Needs |
| Sumario: | This study, conducted in a public school in Caldas Novas-GO, aims to describe the training, educational practices and participants' view of the future insertion of students with Special Educational Needs (SEN) in the work. A qualitative case study was conducted using a semi-structured interview and questionnaire, applied to the pedagogical coordinators, inclusion support teachers and teachers who work in this high school. The results pointed to the need for: continuing teacher education, focused on inclusive education; improvement in making adequacy of conditions to favor the student with SEN; articulation between teachers and inclusion support teachers for a collaborative work aimed at student learning. In addition, those responsible for inclusion need to be better sensitized about the relevance of learning mediation, which is essential for students with SEN to find a future insertion in the world work, an issue to be rethought and better articulated by professionals responsible for inclusion. |
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