Kindergarden teacher training for inclusion of students with special educational needs: a collaborative research
The aim of this article is to describe the results of a collaborative research on teacher training for the inclusion of students with special education needs (SEN) in an early childhood education center. The methodological processes were based on the prospect of reflexive teacher training such as kn...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Pro-Posições (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8656546 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656546 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher training School inclusion Students with special education needs Early childhood education Collaborative research Formação de professores Inclusão escolar Alunos com necessidades educacionais especiais Educação Infantil Pesquisa colaborativa |
| Sumario: | The aim of this article is to describe the results of a collaborative research on teacher training for the inclusion of students with special education needs (SEN) in an early childhood education center. The methodological processes were based on the prospect of reflexive teacher training such as knowledge about the care of students with SEN in a school context. The methodological process complied with the premises of collaborative research and was carried out in three phases: training needs assessment, collaborative intervention process and final evaluation. Ten teachers participated in the training. The results showed that in the initial phase the teachers had difficulties carrying out the inclusion of students with SEN in the class. By means of study cycles, reflections about the teaching practices based on theoretical contents studied and the participation of the researcher in the classroom with the teachers, it was possible to identify that the teachers became more confident to carry out the inclusion of these students with SEN. |
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