SPECIALIZED EDUCATIONAL ASSISTANCE IN FULL-TIME SCHOOLS

• Autor(a) principal: Gomes-Silva, Amanda Santana
• Data de Publicação: 2023
• Outros Autores: Mendes, Enicéia Gonçalves
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7704
• topic: educação especial; políticas públicas educacionais; abordagem do ciclo de políticas; atendimento educacional especializado; educação integral; special education; educational public policies; policy cycle apprach; specialized educational assistance; integral education; educación especial; políticas públicas educativas; enfoque del ciclo de políticas; servicio educativo especializado; educación integral

The contemporary proposals for inclusive and sustainable educational policies are fundamental to overcoming inequalities, as are Special Education from the perspective of inclusive education and full-time Comprehensive Education. Public educational policies recommend the provision of Specialized Educational Assistance (SEA) to Special Education students in the Multifunctional Resource Room during school hours, as well as envisaging an increase in the provision of full-time education. Based on the theoretical-methodological framework of the Policy Cycle Approach, the present study aimed to analyze how specialized educational assistance is offered in full-time schools, given that the student must stay for seven clock hours, on average, in the educational unit. Data collection involved documents, questionnaires and systematic observation in full-time schools with enrollment of public special education students. The results suggest that the policies of Integral Education and Special Education from the perspective of inclusive education have similarities and are consistent, however, there are still serious conflicts between the two policies that need to be better balanced.