O AEE no processo de inclusão de alunos com deficiência intelectual em uma escola da rede Municipal de Fortaleza

• Autor(a) principal: Santos, Maria Carolina Feitoza dos
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/29005
• topic: Atendimento Educacional Especializado; Sala de Recursos Multifuncionais; Educação Especial; Specialized Educational Assistance; Multifunctional Resource Room

This work discuss about the process of inclusion of students with intellectual disabilities in a Multifunctional Resource Room (MRR) of a public school in Fortaleza-Ce, verifying how the Specialized Educational Assistance (SEA) happens for those children. The choice of this theme is based on the importance of having a dialogue about education, as well as on how this process is located in regular schools working with MRRs. It is necessary, therefore, understand how SEA happens for students with intellectual disabilities, regarding the development of their potentialities. This work considers the hypothesis that the MRR pedagogical practices influence significantly the cognitive development of students with intellectual disability, enabling them to be overcome their difficulties and to progress in their abilities. The general objective of this research was to analyze how the Specialized Educational Attendance for students with intellectual disability happens in the MRR and how it influence their potentialities development. In order to deepen the object of study, as the theoretical reference, I read some authors such as Inhelder (1963) and Paour (1984), who researched about resources and functionalities of the person with intellectual disability (ID). As regards studies on SEA, this research was based on several authors, such as Rapoli et al. (2010), Batista (2011), Figueiredo, Poulin and Gomes (2010), as well as in the legal instruments. As a research methodology, we opted for the qualitative approach, which was developed on observation based on a scale elaborated for this purpose, as well as a documentary analysis of SEA plans and activities records. In addition to a semi-structured interview with a MRR teacher. Our results showed that the pedagogical practice developed in the context of the MRR for the students with ID is far distant of the specific practices of SEA and that an MRR is an important space for the development of the student with ID. But there are still practical challenges in understanding SEA, because of the fragility in the specialized training and the lack of exchange between the SEA teacher and other teachers.