BEING PRESENT IS BEING INCLUDED? ANALYSIS OF SITUATIONS IN WHICH SCHOOL INCLUSION DOES NOT HAPPEN

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dc.contributor.authorMartins, Barbara Amaral [UNESP]
dc.contributor.authorChacon, Miguel Claudio Moriel [UNESP]
dc.contributor.institutionUniversidade Federal de Mato Grosso do Sul (UFMS)
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2023-07-29T12:13:14Z
dc.date.available2023-07-29T12:13:14Z
dc.date.issued2022-06-01
dc.description.abstractPublic 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.affiliationFed Univ Mato Grosso UFMS, Corumba, MS, Brazil
dc.description.affiliationGrad Program Educ UNESP, Sao Paulo, Brazil
dc.description.affiliationSao Paulo State Univ UNESP, Sao Paulo, Brazil
dc.description.affiliationUniv Estadual Paulista, Dept Special Educ, Grad Program Educ, Sao Paulo, Brazil
dc.description.affiliationUnespGrad Program Educ UNESP, Sao Paulo, Brazil
dc.description.affiliationUnespSao Paulo State Univ UNESP, Sao Paulo, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Dept Special Educ, Grad Program Educ, Sao Paulo, Brazil
dc.format.extent1332-1348
dc.identifierhttp://dx.doi.org/10.21723/riaee.v17iesp.2.17001
dc.identifier.citationRevista 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.doi10.21723/riaee.v17iesp.2.17001
dc.identifier.issn2446-8606
dc.identifier.urihttp://hdl.handle.net/11449/245761
dc.identifier.wosWOS:000864595000019
dc.language.isoeng
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.sourceWeb of Science
dc.subjectSpecial education
dc.subjectSchool inclusion
dc.subjectEducational exclusion
dc.subjectTarget audience for special education
dc.titleBEING PRESENT IS BEING INCLUDED? ANALYSIS OF SITUATIONS IN WHICH SCHOOL INCLUSION DOES NOT HAPPENen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
unesp.campusUniversidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Maríliapt
unesp.departmentEducação Especial - FFCpt

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Marília - FFC - Faculdade de Filosofia e Ciências