O desafio das aulas remotas na educação especial e inclusiva em tempos de pandemia.

• Autor(a) principal: Lucas, Rosane da Cruz
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade do Estado do Amazonas (UEA)
• Texto Completo: https://ri.uea.edu.br/handle/riuea/1064
• topic: educação inclusiva; inclusive education; aulas remotas; remote classes; pandemia da COVID-19; COVID-19 pandemic

The pandemic in the year 2019-2020 caused by COVID-19 caused many changes in the social context, in which the “Isolation and Social Distancing” was guided as a preventive measure by the World Health Organization. In this way, schools needed to innovate so that education was not interrupted, adopting as a teaching method: online classes and remote classes. Thinking about the reality of the students who are the target audience of Special Education, in this new scenario of remote teaching, especially in students (children, young people and adults) who have disabilities and are inserted in the school network of education in Special Education. The referring work aims to understand how remote classes were developed to serve students with disabilities in the face of this pandemic for the teaching and learning process intended at the Integrated Center for Special Education Professor Esmeralda Aparício Negreiros - CIEEI. Being able to know the challenges of Remote Classes in Special and Inclusive Education, identify the methodological resources used by teachers in the application of remote classes to students, analyze the resources and means used by CIEEI in its remote classes to attend the learning of students with disabilities and describe the challenges encountered in the development of remote classes at CIEEI. The results highlight that the lack of technological access made it very difficult for these students to reach remote teaching. On the other hand, the pandemic allowed for greater collaboration between the family and the school, a fact that enriched the target audience of special education, which had more support from the family in the teaching-learning process.