O atendimento educacional especializado para o aluno com paralisia cerebral em uma escola municipal do Nordeste Brasileiro
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2012
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Ações em torno da efetivação da política de Educação Inclusiva no contexto brasileiro tem
sido uma realidade constatada no âmbito da legislação, prevendo ações de qualidade que
favoreçam o acesso e a permanência de alunos com deficiência no ensino regular. Dentre
essas ações, destaca-se a implantação das Salas de Recursos Multifuncionais (SRMF),
visando à garantia do Atendimento Educacional Especializado (AEE). Nessa perspectiva, a
presente pesquisa se propõe a descrever o AEE a um aluno com paralisia cerebral em uma
escola municipal do Nordeste brasileiro e, também, seus desdobramentos em termos de
articulação e atendimento às prerrogativas legais, utilizando-se o método estudo de caso.
Participaram do estudo a diretora, a coordenadora pedagógica, as professoras da SRMF e da sala de aula regular, o aluno com paralisia cerebral e a mãe do aluno. Os dados
construídos com base em observações e entrevistas, entre outros instrumentos, apontaram,
nas análises, para a necessidade de articulação e definição de papéis entre as professoras
da Sala de Recursos Multifuncionais e da sala de aula regular, de modo a atender às
diretrizes do AEE bem como às ações voltadas para formação continuada e à parceria com
a família, com vistas ao fortalecimento do AEE na escola regular.
Actions around the effectuation of the policy of Inclusive Education in the Brazilian context has been a reality found in legislation by providing quality actions that promote access and retention of students with disabilities in regular schools. Among these actions, there is the implementation of the Resource Rooms Multifunction (RRM) in order to assurance the Specialized Educational Assistance (SEA). In this perspective, this research proposes to describe the SEA to a student with cerebral palsy in a municipal school in Northeast Brazil and also its consequences in terms of articulation and compliance with legal prerogatives, using the case study method. Participated in this study the director, the educational coordinator, the teachers of RRM and the regular classroom, the student with cerebral palsy and the mother of the student. The data constructed based on observations and interviews, and other instruments, indicated in the analyzes, the need for articulation and definition of roles between the teachers of Resources Room Multifunction and regular classroom in order to meet the guidelines of ESA as well as to actions for continuing education and partnership with families, with a view to strengthening the ESA in regular school.
Actions around the effectuation of the policy of Inclusive Education in the Brazilian context has been a reality found in legislation by providing quality actions that promote access and retention of students with disabilities in regular schools. Among these actions, there is the implementation of the Resource Rooms Multifunction (RRM) in order to assurance the Specialized Educational Assistance (SEA). In this perspective, this research proposes to describe the SEA to a student with cerebral palsy in a municipal school in Northeast Brazil and also its consequences in terms of articulation and compliance with legal prerogatives, using the case study method. Participated in this study the director, the educational coordinator, the teachers of RRM and the regular classroom, the student with cerebral palsy and the mother of the student. The data constructed based on observations and interviews, and other instruments, indicated in the analyzes, the need for articulation and definition of roles between the teachers of Resources Room Multifunction and regular classroom in order to meet the guidelines of ESA as well as to actions for continuing education and partnership with families, with a view to strengthening the ESA in regular school.
Descrição
Orientação: Francisco Ricardo Lins Vieira de Melo ; co-orientação: Leonardo Manuel das Neves Rocha
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, EDUCAÇÃO INCLUSIVA, PARALISIA CEREBRAL, BRASIL, EDUCATION, SPECIAL EDUCATION, INCLUSIVE EDUCATION, CEREBRAL PALSY, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO