REMOTE TEACHING FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT FEDERAL INSTITUTES

• Autor(a) principal: Brandt Bueno, Melina
• Data de Publicação: 2022
• Outros Autores: Garcia Leite, Graciliana, Ariela Rios Vilaronga, Carla, Gonçalves Mendes, Enicéia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/33814
• topic: educação especial; covid-19; planejamento educacional; instituto federal; educação profissional; special education; covid-19; educational planning; federal institute; professional education; educación especial; covid-19; planificación educativa; instituto federal; educación profesional

Due to the Covid-19 pandemic and the required social distance measures, presential classes were suspended in early 2020, and the aim of the study was to analyze how was in this scenario the practice of educational planning for students with Special Education Needs (SEN) at the Federal Institutes of Education, Science and Technology (FIs). The exploratory and descriptive approach, of the type of survey research, was carried out with 168 professors from different campuses of the FIs. Data collection was performed using a questionnaire (Google Forms). The data obtained were systematized, organized and analyzed quantitatively and qualitatively into thematic categories, following the instrument's variables. The results showed that teachers sought different alternatives in remote education, such as collaboratively planning; adopt different procedures in specific planning; predict changes in pedagogical practice; use didactic material and adapted assessments, etc. Technologies and the virtual environment were considered in both positive and challenging aspects. It is concluded that the demand to meet the educational needs of these students in remote education required the redesign of pedagogical processes, with different actions, which varied depending on each institute. However, there was a lack of guidelines to develop the individualized teaching plan, as well as greater articulation with special education teachers, which can impact the quality of teaching and learning at SEN students. It is suggested that further research be developed, seeking to further deepen and evaluate teaching experiences during remote teaching in the context of the pandemic.