Contribuições do AEE para a inclusão de crianças com deficiência na Escola Municipal Professor Salustiano Medeiros

• Autor(a) principal: Silva, Paula Késia Fernandes
• 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/123456789/37868
• topic: Atendimento Educacional Especializado.; Specialized Educational Attendance.; Sala de Recursos Multifuncionais.; Multifunctional Resource Room.; Educação Especial.; Special Education.; Inclusão.; Inclusion.

The present research is an approach about the Specialized Educational Attendance and its relationship with the inclusion of children with disabilities in a public school of the municipality of Currais Novos/RN. It is theoretically based in the studies of Mazzotta (2003), Sassaki (1997), Mantoan (2003), Beyer (2006), Bueno (1999), among others. It is characterized as a case study, inserted in a qualitative approach to research, having as instruments for the construction of information the observation and interviews, which were conducted with two teachers, one that operates in the Specialized Educational Attendance and another that acts in a class of initial years of basic education, which has four students who receive the Specialized Educational Attendance. Had with general objective to identify how the Specialized Educational Attendance is related to the process of inclusion of children with disabilities in the early years of elementary education in the Municipal School Teacher Salustiano Medeiros in the municipality of Currais Novos/ RN. Were also outlined the following specific objectives: to analyze the organizational and pedagogical aspect of the Multifunctional Resource Room, investigate how it happens the Specialized Educational Attendance in Room Multifunctional resources; identify what students are handled by the Specialized Educational Attendance and what criteria are used for the registration in special education. And still identify how the Specialized Educational Attendance is related to the process of inclusion of students with disabilities in regular classes. For this reason, there was a discussion about the history of special education, culminating with your organization in the context of inclusive education. Were highlighted some conceptual and structural aspects inherent to the modality of special education. Versa, yet, on the inclusive educational policies and the reconfiguration of special education until the implementation of the Specialized Educational Attendance in Multifunctional Resource Room. In this way, we analyzed the organizational and pedagogical aspects of the room features multifunctional, showing how it happens the care, the public attended and the criteria that govern the registration of students of this institution in the Specialized Educational Attendance, identifying how this attendance is related to the process of inclusion of students with disabilities in regular classes. Thus, we conclude that the Specialized Educational Attendance the institution of education, although it does not satisfactorily meet the guidelines of national policies, significantly contributes to the inclusion of students with disabilities in regular classes, collaborating in the construction of their autonomy and for learning the content worked in regular class.