Enicéia Gonçalves Mendes

Inclusão escolar pela via da colaboração entre educação especial e educação regular

A preocupacao sobre as praticas inclusivas nas escolas publicas no Brasil comecou apos a Declaracao de Salamanca, com desafios e duvidas. Ainda hoje, passados cerca de 15 anos, os professores do ensino regular se queixam dizendo que nao tem conhecimento suficiente ou preparo formal para lidar com criancas com necessidades educacionais especiais, especialmente quando estas apresentam disfuncoes graves, como paralisia cerebral, deficiencia intelectual e comportamentos desafiadores. A colaboracao entre profissionais da Educacao Especial e Regular pode ser uma alternativa para enfrentar tais desafios. O objetivo deste relato foi o de apresentar um breve historico de um programa de pesquisa, ensino e extensao que busca aproximar a Universidade Federal de Sao Carlos dos professores do ensino comum que tem alunos com necessidades especiais em suas salas de aula. Iniciado em 2004, este programa esta na atualidade em seu setimo ano de execucao e envolve professores da universidade, estudantes de graduacao e pos-graduacao e professores do ensino comum. Os resultados parecem apontar essa via de colaboracao entre Educacao Especial e Regular como um caminho promissor para a construcao de escolas mais inclusivas.

Psicologia e inclusão escolar: novas possibilidades de intervir preventivamente sobre problemas comportamentais

In an inclusive school environment, an important aspect of the role of educational psychologists that seems promising for educational psychologists is that of rendering Collaborative Consultation in Schools, in partnerships with teachers and families. The purpose of this study was to evaluate the effects of a preventive intervention program, based on the principles of the Collaborative Consultation in Schools and the Positive Behavior Support models, designed to prevent and minimize behavior problems. The study was conducted in three 1st grade classrooms in a public elementary school located in the state of Sao Paulo, involving participation of three teachers of these classrooms and their fifty-five pupils. The study was carried out in four phases. In Phase 1, the ethical procedures were carried out. In Phase 2, teachers were requested to complete the Child and Youth Behavior Inventory (6-18 years)/Teacher Report Form (TRF). In Phase 3, the preventive intervention program was implemented, targeting and focusing on teachers and pupils. Finally, in Phase 4, the TRF instrument was repeated. In order to assess the impact of the intervention, the MANOVA test was applied to the results. Regarding student behavior, there was a statistically significant decrease in internalizing, externalizing problems, and in total problems. Besides indicating that the implementation of the Collaborative Consultation in Schools and the Positive Behavior Support models can be effective, this result points to the fact that these models can be used by educational psychologists in preventive interventions that target preventing and minimizing behavior problems in school.

Salas de recursos multifuncionais: Revisão de artigos científicos

Despite the expansion of scientific production in the field of special education, there is need for coordination in the collaborative research context. This research integrates the “National Observatory of Special Education” (ONEESP), which focuses the production of

Ensino colaborativo para o apoio à inclusão escolar: práticas colaborativas entre os professores

In order to have an education that meets the demands of all students, it is necessary to think about strategies that seek successful learning, among them, there is the collaborative teaching model. In this model, the general teacher works in collaboration with the special education teacher. Accordingly, the objective of this study was to analyze practical experiences in collaborative teaching of special education teachers, who participated in a training on the topic in 2001, in Sao Carlos-SP. The study is based on the collaborative action research. The data analyzed bring examples of co-teaching in different stages and reflections about the factors that may contribute to this reality in school.

Demandas de Professores Decorrentes da Inclusão Escolar

After implementingpublic policiesforschool inclusion, the number of students with special educational needs in regular classes has increased. This fact has helped to compose the picture in schools in whichthe limitations and contradictions of the Brazilian educational system have appeared. Educational actors and authors are challenged to build knowledge capable of responding to the demands of daily school related to living together and learning in diversity. Since this inclusive process is new to schools, the study aimed to analyze teacherdemands in the school inclusion context. The research was qualitative and exploratory, and the participants were six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education. Data was collected using the participant observationtechnique, a field diary, semi-structured interviews, questionnaires, and the discussion of the data was carried out through analysis of content. The results indicate that there are achievements and contradictions in the reality of schools that assign themselves as inclusive schools; there have been advances and limitations resulting from municipal policies; the model of performance of the group of special education, in the analyzedcontext, may be revised or expanded; and teachers have demands with regard to public policy, training, and issues to be raised with psychologists.

Descriçao das propostas do Ministério da Educaçao na avaliaçao da deficiência intelectual

This paper describes and examines the official recommendations of the Brazilian Ministry of Education (MEC) concerning the identification of intellectual disability in students. This study was conducted through the analysis of MECs legal and normative documents concerning assessment of intellectual disability. First, an analysis protocol was developed to address the following information: documents name, description and synthesis. The model of the analysis protocol was divided into three themes: definition of intellectual disability condition, assessment of intellectual disability condition, and educational support. The results reveal there is legal uncertainty concerning official guidelines on how to identify students with intellectual disabilities, whose consequences are still unknown.Este artigo objetiva descrever e analisar as recomendacoes oficiais do Ministerio da Educacao (MEC) para identificacao da deficiencia intelectual em escolares. O estudo foi realizado por meio da analise de documentos legais e normativos do MEC sobre avaliacao da deficiencia intelectual. Para tanto, primeiramente foi construido um protocolo de analise que deveria ser preenchido com os seguintes dados: nome do documento, descricao e sintese. O modelo do protocolo de analise foi dividido em tres temas: definicao da condicao da deficiencia intelectual, avaliacao da condicao da deficiencia intelectual e atendimento educacional. Os resultados evidenciam que ha no pais uma indefinicao legal a respeito das diretrizes oficiais sobre como identificar os alunos com deficiencia intelectual, cujas consequencias na pratica sao ainda desconhecidas.

Família de crianças com deficiência e profissionais: componentes da parceria colaborativa na escola

This present study aims to identify and describe the behavior of professionals that work in the school and the family of children with disabilities that promote and maintain an effective and successful collaborative partnership, as viewed from both sides. The study was carried out with four focal groups, composed by families (FAM1 and FAM2) and professionals (PROF1 and PROF2). Two phases of data collection were conducted. In Phase 1 the meetings aimed to identify the components of collaborative partnerships. In Phase 2 each of the focal groups was confronted with data obtained during the first phase, i.e. the parents were presented with the data given by the professionals and vice versa. By qualitative analyses of the obtained data, the categories elicited by the participants related to the behaviors that should be emitted were identified and described. The study pointed out that among the elicited categories, essential characteristics of the collaborative process can be observed, such as mutual respect, communication, trust, participation, amicability, sincerity and impartiality. It is expected that the survey and description of the categories will guide professionals and family members of disabled children in search of successful and effective collaborative partnership.

Nas pegadas da história: tracejando relações entre deficiência e sociedade

This paper aims, through a process of literature review, contribute to the understanding of disability as social production temporally and spatially located. It focuses on the Medieval period, with the objective explain how the disability was understood in this historical context, to do so, we make use of studies Kapler, Minois and fundamentally Rosemaire Garland-Thompson and his work on the freak shows. These texts allow us to brush the relationship between disability and society against so unusual forms, allowing the critical of the alleged condition as aforesaid limitation or dependence, whose achievement is embodied as a work of capitalism and not the entire history of humanity as they intend our notes.

Contribuições a um pensar sociológico sobre a deficiência

The article, built through a process of literature review, aims to present the contributions of the London group called Disability Studies, whose theoretical framework is practically unknown in Brazilian territory and whose texts allow a nuclear transformation in the way disability is interpreted, by conceiving it as the product of the capitalist societys insensitivity to incorporate the differences - in all their distinct spheres -, therefore being the work of complex institutional discrimination towards which, the only adequate response is the revolutionary action upon the very structure that circumscribes us.

Viés de gênero na notificação de alunos com necessidades educacionais especiais

Why are more boys than girls regarded by their teachers as being students with special needs (2 out of 3 are boys)? This study aimed to compare teacher descriptions of boys and girls identified as students with special needs. Data were collected from the collection of 351 records of students identified by their teachers as special students. The records are part of a database initiated in 2001 by a research group. They contain spontaneous descriptions provided by teachers of student characteristics that could justify the notification. The descriptions were divided into content units and were categorized. The frequency for each category was computed for the groups, which were divided according to gender. Of the 351 records, 66.1% referred to male students, while 33.9% were girls. The comparison of the incidence of categories between groups showed that the only significant difference was the indication of boys based on the category of behavior problems. Based on the literature, the paper discusses theories explaining gender bias on the eligibility of boys and girls by their teachers, as well as the scientific implications and the need for mechanisms to monitor this type of bias. Special Education still supports this kind of bias that contributes to social inequality based on gender.