INCLUSIVE EDUCATION: A TEACHER'S VIEW ABOUT THE PEDAGOGIC PRACTICE TO STUDENT WITH DISABILITY IN ELEMENTARY SCHOOL II
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Data
2016-01-01
Autores
Andrade Louzada, Juliana Cavalcante de [UNESP]
Sartoreto de Oliveira Martins, Sandra Eli [UNESP]
Título da Revista
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Título de Volume
Editor
Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis
Resumo
The aim of the study was to investigate the teacher's view about the pedagogic work with students target public in special education (PTSE) in elementary school II. Two teachers from a public school who work with regular classroom in different areas participated on this study. This is a case study with qualitative approach, that has adopted the semistructured interview as instrument. After the interviews, the recordings were transcribed literally in order to obtain the data for analysis. The data was analyzed through Content Analysis according to Bardin (1977). The results suggest the participant's knowledge about the specialized pedagogic support offered to PTSE students to attend the elementary school. Although the tea cher recognizes the support importance, they have indicated a lack of professional qualification to guide about the curriculum ownership in regular classroom. In addition, to consider how the teachers try to decrease the exclusion and how to qualify the scholar results for these students constitutes the goal of this study.
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Palavras-chave
Schoolar inclusion, Elementary school, Special education
Como citar
Revista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 986-999, 2016.