Teaching perceptions on the inclusion of people with disabilities at the Federal Institute of Espírito Santo (IFES)

• Autor(a) principal: Galasso, Bruno
• Data de Publicação: 2023
• Outros Autores: Mondoni Silva, Graziani
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44224
• topic: Inclusion policy; Federal Institutes; Teaching practice; Accessibility; Política de inclusão; Institutos Federais; Prática docente; Acessibilidade; política de inclusión; institutos federales; práctica docente; accesibilidad

The inclusion of people with disabilities in the Federal Network for Professional Education has taken new directions with Law No. 13,409/2016, which provides for the reservation of places for this public. In this context, this study aims to analyze the extent to which teachers who work in technical courses at the high level of the Federal Institute of Espírito Santo (IFES) have evaluated this inclusive process, in addition to investigating whether there is adequate initial teacher training for care. To achieve the proposed objective, we applied 450 electronic questionnaires to the teachers of the institution’s regular classes. The results show that teachers still lack specific training to work with this public, as well as it is necessary to bring teachers closer to the work developed in the Centers for Assistance to People with Specific Needs (NAPNE). Finally, it is concluded that other paths need to be followed in the institution, mainly in the elaboration of a reception plan for students with special educational needs, who enter IFES annually. After all, there was a low frequency of training meetings with teachers, as well as the lack of specific teaching materials for this audience.