O atendimento pedagógico na sala de recursos sob o viés do plano educacional individualizado para o aluno com deficiência intelectual: um estudo de caso

• Autor(a) principal: Mascaro, Cristina Angélica Aquino de Carvalho
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10445
• topic: Intellectual Disability; Individualized Educational Plan; Resource Classroom; Continuous Teachers´Training; Deficiência Intelectual; Plano Educacional Individualizado; Sala de Recursos; Formação Continuada de Professores; Educação; Deficiência Intelectual; Professores-Formação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study falls within the scope of research about pedagogical practices for students with intellectual disabilities in the context of school inclusion. The general objective was the development, implementation and evaluation of a model of Individualized Educational Plan (IEP) to be applied in the resource classroom. The specific objectives were: a) develop the protocol for a model of IEP for application at the resource classroom; b) evaluate the effect of the IEP in the teaching learning process of a student with intellectual disability; c) analyze the process of continuous teacher training of a Special Education teacher for the application of the IEP in the resource classroom. The study followed a qualitative approach by means of a case study undertaken based on the presuppositions of the action research. The results show that the pedagogical work based on the application of the IEP was a strategic that facilitated the learning process of the student with intellectual disability. In this direction, the application of the IEP in the resource classroom is in tune with the Human Functioning Model proposed by the AAIDD (2012) that advocates that these students will have better development conditions according with the supports they receive. The protocol also demonstrated the importance of the evaluation process to accompany the student´s development and to allow the revision of teachers´ practices. The study also pointed out that contemporary teachers´ training to act in terms of the inclusive paradigm demands focal action in the demands that they face in their daily routine dealing with students that present intellectual disabilities