Educação da criança de zero a três anos e educação especial: Uma leitura crítica dos documentos que norteiam a educação básica

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dc.contributor.authorDe Vitta, Fabiana Cristina Frigieri [UNESP]
dc.contributor.authorDa Silva, Carla Cilene Baptista
dc.contributor.authorZaniolo, Leandro Osni [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionUniversidade Federal de São Paulo (UNIFESP)
dc.date.accessioned2018-12-11T17:02:36Z
dc.date.available2018-12-11T17:02:36Z
dc.date.issued2016-01-01
dc.description.abstractNursery schools that offer quality education have an important role in promoting the development of 0-to-3- year-old children. The nursery school, as part of preschool education, must incorporate special education, providing educational opportunities to children with disabilities, global developmental disorders and giftedness. After a critical analysis of official documents that guide preschool education, we aimed to answer to the following questions: how is the nursery school portrayed and treated in these documents? Have they secured special education services at this stage? What kind of contributions are still needed for education in nursery schools to be efficient to all children? We verify the absence of references to the 0-to-3 year-old group and special education service. There are several factors which contribute to the quality of early childhood education that promote education for all, such as conceptual factors, physical, human and material resources. There is a need to discuss the role of nursery schools and special education at this stage, ensuring presumptions aimed to provide integral development for all children.en
dc.description.affiliationDepartamento de Educação Especial Faculdade de Filosofia e Ciências Unesp, Campus de Marília
dc.description.affiliationDepartamento de Saúde Educação e Sociedade Universidade Federal de São Paulo, Campus Baixada Santista
dc.description.affiliationDepartamento de Psicologia da Educação Faculdade de Ciências e Letras Unesp, Campus de Araraquara
dc.description.affiliationUnespDepartamento de Educação Especial Faculdade de Filosofia e Ciências Unesp, Campus de Marília
dc.description.affiliationUnespDepartamento de Psicologia da Educação Faculdade de Ciências e Letras Unesp, Campus de Araraquara
dc.format.extent9-26
dc.identifierhttp://dx.doi.org/10.1590/S1413-65382216000100002
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 22, n. 1, p. 9-26, 2016.
dc.identifier.doi10.1590/S1413-65382216000100002
dc.identifier.fileS1413-65382016000100009.pdf
dc.identifier.issn1413-6538
dc.identifier.lattes8134353768180999
dc.identifier.scieloS1413-65382016000100009
dc.identifier.scopus2-s2.0-84964743232
dc.identifier.urihttp://hdl.handle.net/11449/172894
dc.language.isopor
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.relation.ispartofsjr0,197
dc.rights.accessRightsAcesso aberto
dc.sourceScopus
dc.subjectEspecial Education
dc.subjectNursery School
dc.subjectPreschool Education
dc.subjectPublic Policies
dc.titleEducação da criança de zero a três anos e educação especial: Uma leitura crítica dos documentos que norteiam a educação básicapt
dc.title.alternativeZero-to-three-year-old children education and special education: A critical analysis of documents guiding preschool educationen
dc.typeArtigo
unesp.author.lattes8134353768180999[3]
unesp.departmentPsicologia da Educação - FCLARpt

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Artigos - Educação Especial - FFC
Araraquara - FCLAR - Faculdade de Ciências e Letras