Inclusion and teacher training: with the word, teachers of multifunctional resource rooms
The special education, in view of the current Brazilian educational policy, which advocates inclusion, no longer assumes the substitutive character of the regular classroom, but it becomes a pedagogical service that complements and supports the students’ target group of special education. This fact...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Doxa - Revista Brasileira de Psicologia e Educação (Araraquara. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/13102 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/doxa/article/view/13102 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusive Education Special Education Multifunctional Resources Room’s Teacher. Educación inclusiva Educación especial Profesor de la Sala de Recursos Multifuncionales. Educação inclusiva Educação especial Professor da Sala de Recursos Multifuncionais. |
| Sumario: | The special education, in view of the current Brazilian educational policy, which advocates inclusion, no longer assumes the substitutive character of the regular classroom, but it becomes a pedagogical service that complements and supports the students’ target group of special education. This fact demands changes in the teacher's formation, conception and pedagogical action. Supported by this idea, this research aimed to investigate the understanding that specialist teachers, of Multifunctional Resources Rooms, have about inclusive and special education and about their training, analyzing the role that special education have in the implementation of this new school project based on inclusion. It was found that most of the teachers know the difference between special and inclusive education, it points out their attributions in the Multifunctional Resources Room and identifies their importance. However, they recognize that their training is precarious and faces obstacles from different spheres, which compromises the results of their work towards inclusive education. |
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