Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers

Detalhes bibliográficos
Autor(a) principal: Gualda, Danielli Silva
Data de Publicação: 2017
Outros Autores: Duarte, Márcia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8720
Resumo: This paper analyses the account of common classroom teachers on the teaching strategies used with the possible target audience students of special education (TASSE) before forwarding them to the specialized educational service (SES) in multifunctional resource classrooms (MRCs), as well as analyses the evaluation criteria established with those who came to receive such service, and the account of special education teachers about the assessments used with the TASSE, after receiving the SES in MRCs. For data collection, two interview scripts were used, one of which was answered by 30 ordinary classroom teachers and the other by five special education teachers. The results suggested that the pedagogical strategies and assessments directed at the TASSE were decisive factors to identify whether the policy proposals related to inclusive education were being effectively implemented in elementary schools.   Keywords: Pedagogical strategies. Assessment. Special Education.
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spelling Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachersEstrategias pedagógicas y las evaluaciones con audiencia de los estudiantes de Educación Especial de acuerdo con informes de los maestros de educación especial y comúnEstratégias pedagógicas e avaliações utilizadas com alunos público-alvo da Educação Especial segundo relato dos professores da sala de aula comum e da Educação EspecialThis paper analyses the account of common classroom teachers on the teaching strategies used with the possible target audience students of special education (TASSE) before forwarding them to the specialized educational service (SES) in multifunctional resource classrooms (MRCs), as well as analyses the evaluation criteria established with those who came to receive such service, and the account of special education teachers about the assessments used with the TASSE, after receiving the SES in MRCs. For data collection, two interview scripts were used, one of which was answered by 30 ordinary classroom teachers and the other by five special education teachers. The results suggested that the pedagogical strategies and assessments directed at the TASSE were decisive factors to identify whether the policy proposals related to inclusive education were being effectively implemented in elementary schools.   Keywords: Pedagogical strategies. Assessment. Special Education.El objetivo de analizar el informe de los maestros de escuela común sobre las estrategias de enseñanza utilizadas con posibles estudiantes público objetivo de educación especial (POEE) antes de reenviar al servicio educativo especializado (SEE) en salas de recursos multidisciplinarios (SRMs), así como analizar los criterios de evaluación establecidos con los que han pasado a recibir este tipo de atención y, también,  el informe de los profesores de la escuela especial acerca de las evaluaciones utilizados con los estudiantes POEE después de recibir el SEE en las SRMs. Para la recolección de datos, se utilizaron dos guiones de entrevista, uno de los cuales fue contestado por 30 maestras de aula común y el otro por 5 maestras de educación especial. Los resultados sugirieron que las estrategias pedagógicas y las evaluaciones dirigidas a los estudiantes público objetivo de educación especial, fueron factores decisivos para determinar si las propuestas políticas relacionadas con la inclusiva especial se estaban aplicando eficazmente en las Escuelas Primarias.   Palabras-claves: Estrategias pedagógicas. Evaluación. Educación Especial. Este artigo analisa o relato dos professores da sala de aula comum sobre as estratégias pedagógicas utilizadas com os possíveis alunos Público-Alvo da Educação Especial (PAEE) - antes de encaminhá-los para o atendimento educacional especializado (AEE) nas salas de recursos multifuncionais (SRMs) -, bem como analisa os critérios avaliativos estabelecidos com aqueles que passaram a receber tal atendimento e, ainda, o relato dos professores da Educação Especial sobre as avaliações utilizadas com os alunos PAEE, após receberem o AEE na SRMs. Para a coleta de dados foram utilizados dois roteiros de entrevista, dos quais um foi respondido por 30 professoras da sala de aula comum e o segundo respondido por cinco professoras da Educação Especial. Os resultados sugeriram que as estratégias pedagógicas e as avaliações direcionadas aos alunos PAEE eram fatores determinantes para identificar se as propostas políticas relacionadas à Educação Inclusiva estavam sendo implementadas de maneira efetiva nas escolas de Ensino Fundamental I.   Palavras-chave: Estratégias pedagógicas. Avaliação. Educação Especial. Universidade Estadual de Ponta Grossa2017-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/872010.5212/PraxEduc.v.11i2.0010Práxis Educativa; Vol. 11 No. 2 (2016); 482-504Práxis Educativa; Vol. 11 Núm. 2 (2016); 482-504Práxis Educativa; V. 11 N. 2 (2016); 482-504Práxis Educativa; v. 11 n. 2 (2016); 482-5041809-43091809-403110.5212/PraxEduc.v.11i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/8720/5147Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessGualda, Danielli SilvaDuarte, Márcia2020-04-07T00:17:50Zoai:uepg.br:article/8720Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-07T00:17:50Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
Estrategias pedagógicas y las evaluaciones con audiencia de los estudiantes de Educación Especial de acuerdo con informes de los maestros de educación especial y común
Estratégias pedagógicas e avaliações utilizadas com alunos público-alvo da Educação Especial segundo relato dos professores da sala de aula comum e da Educação Especial
title Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
spellingShingle Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
Gualda, Danielli Silva
title_short Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
title_full Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
title_fullStr Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
title_full_unstemmed Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
title_sort Pedagogical strategies and evaluations used with target audience students of Special Education according to the account of the ordinary and special education teachers
author Gualda, Danielli Silva
author_facet Gualda, Danielli Silva
Duarte, Márcia
author_role author
author2 Duarte, Márcia
author2_role author
dc.contributor.author.fl_str_mv Gualda, Danielli Silva
Duarte, Márcia
description This paper analyses the account of common classroom teachers on the teaching strategies used with the possible target audience students of special education (TASSE) before forwarding them to the specialized educational service (SES) in multifunctional resource classrooms (MRCs), as well as analyses the evaluation criteria established with those who came to receive such service, and the account of special education teachers about the assessments used with the TASSE, after receiving the SES in MRCs. For data collection, two interview scripts were used, one of which was answered by 30 ordinary classroom teachers and the other by five special education teachers. The results suggested that the pedagogical strategies and assessments directed at the TASSE were decisive factors to identify whether the policy proposals related to inclusive education were being effectively implemented in elementary schools.   Keywords: Pedagogical strategies. Assessment. Special Education.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-21
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 https://revistas.uepg.br/index.php/praxiseducativa/article/view/8720
10.5212/PraxEduc.v.11i2.0010
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/8720
identifier_str_mv 10.5212/PraxEduc.v.11i2.0010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/8720/5147
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 11 No. 2 (2016); 482-504
Práxis Educativa; Vol. 11 Núm. 2 (2016); 482-504
Práxis Educativa; V. 11 N. 2 (2016); 482-504
Práxis Educativa; v. 11 n. 2 (2016); 482-504
1809-4309
1809-4031
10.5212/PraxEduc.v.11i2
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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