BEING PRESENT IS BEING INCLUDED? ANALYSIS OF SITUATIONS IN WHICH SCHOOL INCLUSION DOES NOT HAPPEN
dc.contributor.author | Martins, Barbara Amaral [UNESP] | |
dc.contributor.author | Chacon, Miguel Claudio Moriel [UNESP] | |
dc.contributor.institution | Universidade Federal de Mato Grosso do Sul (UFMS) | |
dc.contributor.institution | Universidade Estadual Paulista (UNESP) | |
dc.date.accessioned | 2023-07-29T12:13:14Z | |
dc.date.available | 2023-07-29T12:13:14Z | |
dc.date.issued | 2022-06-01 | |
dc.description.abstract | Public students in Special Education should preferably attend regular schools. Despite advances in terms of legislation and enrollment, school inclusion does not always truly happen inside school institutions. Therefore, we aimed to describe and analyze classroom situations in which school inclusion does not really happen. The participants were 16 teachers and 22 public students from Special Education enrolled in public schools in Corumba and Ladario, Mato Grosso do Sul. The data was collected through filming and analyzed using the Protocol for Observation of Inclusive Educational Situations. Four classroom situations were considered not inclusive and revealed a lack of individualized attention from teachers to public students of Special Education, lack of curricular flexibility, offering activities unrelated to the work developed by other students and lack of pedagogical responses consistent with the level of development of these students. | en |
dc.description.affiliation | Fed Univ Mato Grosso UFMS, Corumba, MS, Brazil | |
dc.description.affiliation | Grad Program Educ UNESP, Sao Paulo, Brazil | |
dc.description.affiliation | Sao Paulo State Univ UNESP, Sao Paulo, Brazil | |
dc.description.affiliation | Univ Estadual Paulista, Dept Special Educ, Grad Program Educ, Sao Paulo, Brazil | |
dc.description.affiliationUnesp | Grad Program Educ UNESP, Sao Paulo, Brazil | |
dc.description.affiliationUnesp | Sao Paulo State Univ UNESP, Sao Paulo, Brazil | |
dc.description.affiliationUnesp | Univ Estadual Paulista, Dept Special Educ, Grad Program Educ, Sao Paulo, Brazil | |
dc.format.extent | 1332-1348 | |
dc.identifier | http://dx.doi.org/10.21723/riaee.v17iesp.2.17001 | |
dc.identifier.citation | Revista Ibero-americana de Estudos em Educacao. Assis: Univ Estadual Paulista - Unesp, Fac Ciencias Letras Assis, v. 17, n. 2, p. 1332-1348, 2022. | |
dc.identifier.doi | 10.21723/riaee.v17iesp.2.17001 | |
dc.identifier.issn | 2446-8606 | |
dc.identifier.uri | http://hdl.handle.net/11449/245761 | |
dc.identifier.wos | WOS:000864595000019 | |
dc.language.iso | eng | |
dc.publisher | Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis | |
dc.relation.ispartof | Revista Ibero-americana De Estudos Em Educacao | |
dc.source | Web of Science | |
dc.subject | Special education | |
dc.subject | School inclusion | |
dc.subject | Educational exclusion | |
dc.subject | Target audience for special education | |
dc.title | BEING PRESENT IS BEING INCLUDED? ANALYSIS OF SITUATIONS IN WHICH SCHOOL INCLUSION DOES NOT HAPPEN | en |
dc.type | Artigo | |
dcterms.rightsHolder | Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis | |
unesp.campus | Universidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Marília | pt |
unesp.department | Educação Especial - FFC | pt |