Support professionals for school inclusion: reasons for demands and assignments

• Autor(a) principal: Mendes, Enicéia Gonçalves
• Data de Publicação: 2021
• Outros Autores: Lopes, Mariana Moraes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olhar de Professor (Online)
• Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/19649
• topic: Educação Especial. Profissional de Apoio à Inclusão Escolar. Atribuição.; Educação; Special Education. Support Professional for School Inclusion. Assignment.; Education; Educación Especial. Profesional de apoyo a la inclusión escolar. Asignación.; Educación

The literature recommends different professionals to compose the support networks for school inclusion, and in Brazil, there is a growing demand by family members and educators for the so-called Professional Support for School Inclusion (PSSI). This study aimed to describe and analyze the reasons alleged in the demands for PSSI in schools, to support students with Special Educational Needs (SEN). The multi-case study involved 30 PSSI from five municipalities in two Brazilian states (three in the State of Bahia and two in the State of São Paulo). The results showed five categories of justifications, namely: 1) to promote the participation and learning of SEN students; 2) to provide support for students with challenging behaviors, 3) to provide pedagogical support for students with motor impairments; 4) to provide support in basic personal care (personal hygiene, locomotion and food), and 5) to prevent SEN students from interfering with the class by removing him from the classroom. We concluded that some of these justifications, while covering up exclusion mechanisms and policies to lower cost of professional support, and the results of judicialization of demands have helped to maintain them.