INCLUSIVE EDUCATION: A TEACHER'S VIEW ABOUT THE PEDAGOGIC PRACTICE TO STUDENT WITH DISABILITY IN ELEMENTARY SCHOOL II

dc.contributor.authorAndrade Louzada, Juliana Cavalcante de [UNESP]
dc.contributor.authorSartoreto de Oliveira Martins, Sandra Eli [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-26T17:40:36Z
dc.date.available2018-11-26T17:40:36Z
dc.date.issued2016-01-01
dc.description.abstractThe 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.en
dc.description.affiliationUNESP Univ Estadual Paulista, Fac Filosofia & Ciencias, Posgrad Educ Especial, Educ Especial, BR-17515000 Marilia, SP, Brazil
dc.description.affiliationUNESP Univ Estadual Paulista, Fac Filosofia & Ciencias, Posgrad Educ Especial, BR-17515000 Marilia, SP, Brazil
dc.description.affiliationUnespUNESP Univ Estadual Paulista, Fac Filosofia & Ciencias, Posgrad Educ Especial, Educ Especial, BR-17515000 Marilia, SP, Brazil
dc.description.affiliationUnespUNESP Univ Estadual Paulista, Fac Filosofia & Ciencias, Posgrad Educ Especial, BR-17515000 Marilia, SP, Brazil
dc.format.extent986-999
dc.identifierhttp://dx.doi.org/10.21723/riaee.v11.esp2.p986-999
dc.identifier.citationRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 986-999, 2016.
dc.identifier.doi10.21723/riaee.v11.esp2.p986-999
dc.identifier.issn2446-8606
dc.identifier.urihttp://hdl.handle.net/11449/163230
dc.identifier.wosWOS:000410620600010
dc.language.isopor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectSchoolar inclusion
dc.subjectElementary school
dc.subjectSpecial education
dc.titleINCLUSIVE EDUCATION: A TEACHER'S VIEW ABOUT THE PEDAGOGIC PRACTICE TO STUDENT WITH DISABILITY IN ELEMENTARY SCHOOL IIen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis

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