O atendimento educacional especializado (AEE) e a escolarização de uma aluna com paralisia cerebral

• Autor(a) principal: Marinho, Raissa Brito
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42556
• topic: Inclusão; Professora; Paralisia Cerebral; Inclusion; Cerebral Palsy; Teacher

The purpose of this article is to describe the Specialized Educational Assistance (AEE) applied to a student with Cerebral Palsy and their relationship with schooling. In view of this, we seek to highlight a brief historical context about the process of educational inclusion, besides presenting the definition and characteristics of Cerebral Palsy; we also seek to emphasize the importance of assistive technology for the development of students with this deficiency. In this way, the research is classified as qualitative and exploratory and used the interview as a methodological procedure. The participant was a teacher of a multifunctional resources room of a public school in the city of Natal, in which she deals directly with a student with Cerebral Palsy. The results point to the contributions of the Special Educational Assistance regarding the importance of the role of the teacher as a mediator of the teaching and learning process, and provide pedagogical strategies favoring the physical, intellectual, social and cultural development of these students. The study concludes that the planning of strategies and collaboration with the family, classroom teachers and SEA can contribute to teaching and learning strategies of students with disabilities, as well as the need for a debate about the socialization of adolescents with cerebral palsy and their non-disabled peers in elementary school.