Templates and guidelines for an inclusive education: literature review
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/16058 |
Resumo: | Despite school inclusion being a reality in Brazilian legislation, the fact that regular teaching institutions, being them private or public, have some difficulties in dealing with the adequacy of special students demands can still be perceived. Thus, the aim of this work was to identify researches containing guidelines and models to promote school inclusion, covering, also, psycologists’ actions. To do so, we performed a systematic search at the Biblioteca Virtual em Saúde – BVS-Psi (Virtual Health Library), specifically Lilacs, Scielo and Pepsic. By using the keyword “school inclusion”, we were able to obtain 390, 39 and 22 papers, respectively. As a considerable number of titles didn’t meet our objective, we decided to restrict the search with the keywords “intervenction” and “school inclusion”, resulting in a total of 55 papers. Upon the reading of their titles and abstracts, we excluded those whose theme did not meet our research’s interest (31) and in duplicity, resulting in 15 works to analyze. As a result, it was found that, since 2005, there has been a growth in interventional studies related to inclusive education, predominantly at the Psychology field, although they have been published, mostly, by Special Education and Education journals. Most of these papers were dedicated to an age public of 04 to 16 years, and their interventions were more targeted to specific or non-identified disabilities. Are rare, though, the reports of procedures and more in-depth recommendations that could be used as a guide to the practice at this field. These results suggest gaps in the scientific production, aimed at presenting broader inclusive models with the psychologist participation. |
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Templates and guidelines for an inclusive education: literature reviewModelos e Diretrizes para uma Educação Inclusiva: Revisão de LiteraturaSchool inclusionInterventionPsychology.Inclusão escolarIntervençãoPsicologia.Despite school inclusion being a reality in Brazilian legislation, the fact that regular teaching institutions, being them private or public, have some difficulties in dealing with the adequacy of special students demands can still be perceived. Thus, the aim of this work was to identify researches containing guidelines and models to promote school inclusion, covering, also, psycologists’ actions. To do so, we performed a systematic search at the Biblioteca Virtual em Saúde – BVS-Psi (Virtual Health Library), specifically Lilacs, Scielo and Pepsic. By using the keyword “school inclusion”, we were able to obtain 390, 39 and 22 papers, respectively. As a considerable number of titles didn’t meet our objective, we decided to restrict the search with the keywords “intervenction” and “school inclusion”, resulting in a total of 55 papers. Upon the reading of their titles and abstracts, we excluded those whose theme did not meet our research’s interest (31) and in duplicity, resulting in 15 works to analyze. As a result, it was found that, since 2005, there has been a growth in interventional studies related to inclusive education, predominantly at the Psychology field, although they have been published, mostly, by Special Education and Education journals. Most of these papers were dedicated to an age public of 04 to 16 years, and their interventions were more targeted to specific or non-identified disabilities. Are rare, though, the reports of procedures and more in-depth recommendations that could be used as a guide to the practice at this field. These results suggest gaps in the scientific production, aimed at presenting broader inclusive models with the psychologist participation.Apesar da inclusão escolar ser uma realidade na legislação brasileira, verifica-se no cotidiano das instituições de ensino regular, particulares e públicas, certa dificuldade em lidar com a adequação às demandas dos alunos especiais. Assim, o objetivo desse trabalho foi identificar pesquisas contendo diretrizes e modelos para promoção da inclusão escolar, que abarcassem a ação do psicólogo. Para tanto, realizou-se busca sistemática nas bases de dados da Biblioteca Virtual em Saúde (BVS-Psi), especificamente Lilacs, Scielo e Pepsic. Utilizando-se a palavra-chave inclusão escolar, obteve-se 390, 39 e 22 artigos, respectivamente. Como um número considerável de títulos fugia ao objetivo do trabalho, optou-se por restringir a busca com as palavras-chaves intervenção e inclusão escolar, resultando um total de 55 artigos. A partir da leitura de seus títulos e resumos, foram excluídos os trabalhos com temática em desacordo aos interesses da pesquisa (31) e em duplicidade (09), totalizando 15 artigos para análise. Como resultado verificou-se que de 2005 para cá houve uma crescente produção de trabalhos interventivos voltados para educação inclusiva, predominantemente na área da Psicologia, porém mais publicados em revistas de Educação Especial ou de Educação. Em sua maioria, dedicaram-se a um público etário de 04 a 16 anos, e as intervenções foram mais direcionadas a deficiências específicas ou não identificadas. Mas são raros os relatos de procedimentos e recomendações mais abrangentes, que sirvam de norteadores à prática nesse campo. Tais resultados sugerem lacunas na produção científica voltadas à apresentação de modelos inclusivos mais amplos, com a participação do psicólogo. Palavras-Chave: Inclusão escolar; Intervenção; Psicologia. Universidade Federal de Santa Maria2015-05-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1605810.5902/1984686X16058Special Education Magazine; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 281-294Revista de Educación Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 281-294Revista Educação Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 281-2941984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/16058/pdfSiqueira, Maria das Graças SoaresAguillera, Fernandainfo:eu-repo/semantics/openAccess2016-05-09T14:51:06Zoai:ojs.pkp.sfu.ca:article/16058Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:51:06Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Templates and guidelines for an inclusive education: literature review Modelos e Diretrizes para uma Educação Inclusiva: Revisão de Literatura |
title |
Templates and guidelines for an inclusive education: literature review |
spellingShingle |
Templates and guidelines for an inclusive education: literature review Siqueira, Maria das Graças Soares School inclusion Intervention Psychology. Inclusão escolar Intervenção Psicologia. |
title_short |
Templates and guidelines for an inclusive education: literature review |
title_full |
Templates and guidelines for an inclusive education: literature review |
title_fullStr |
Templates and guidelines for an inclusive education: literature review |
title_full_unstemmed |
Templates and guidelines for an inclusive education: literature review |
title_sort |
Templates and guidelines for an inclusive education: literature review |
author |
Siqueira, Maria das Graças Soares |
author_facet |
Siqueira, Maria das Graças Soares Aguillera, Fernanda |
author_role |
author |
author2 |
Aguillera, Fernanda |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Siqueira, Maria das Graças Soares Aguillera, Fernanda |
dc.subject.por.fl_str_mv |
School inclusion Intervention Psychology. Inclusão escolar Intervenção Psicologia. |
topic |
School inclusion Intervention Psychology. Inclusão escolar Intervenção Psicologia. |
description |
Despite school inclusion being a reality in Brazilian legislation, the fact that regular teaching institutions, being them private or public, have some difficulties in dealing with the adequacy of special students demands can still be perceived. Thus, the aim of this work was to identify researches containing guidelines and models to promote school inclusion, covering, also, psycologists’ actions. To do so, we performed a systematic search at the Biblioteca Virtual em Saúde – BVS-Psi (Virtual Health Library), specifically Lilacs, Scielo and Pepsic. By using the keyword “school inclusion”, we were able to obtain 390, 39 and 22 papers, respectively. As a considerable number of titles didn’t meet our objective, we decided to restrict the search with the keywords “intervenction” and “school inclusion”, resulting in a total of 55 papers. Upon the reading of their titles and abstracts, we excluded those whose theme did not meet our research’s interest (31) and in duplicity, resulting in 15 works to analyze. As a result, it was found that, since 2005, there has been a growth in interventional studies related to inclusive education, predominantly at the Psychology field, although they have been published, mostly, by Special Education and Education journals. Most of these papers were dedicated to an age public of 04 to 16 years, and their interventions were more targeted to specific or non-identified disabilities. Are rare, though, the reports of procedures and more in-depth recommendations that could be used as a guide to the practice at this field. These results suggest gaps in the scientific production, aimed at presenting broader inclusive models with the psychologist participation. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-05-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/16058 10.5902/1984686X16058 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/16058 |
identifier_str_mv |
10.5902/1984686X16058 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/16058/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 281-294 Revista de Educación Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 281-294 Revista Educação Especial; Revista Educação Especial, v. 28, n. 52, maio/ago. 2015; 281-294 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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