O papel da escola no processo de inclusão na educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16419 http://dx.doi.org/10.29380/2021.15.02.20 |
Resumo: | This work analyzes the role of the school in the inclusion process in early childhood education. The school has a fundamental role in the child inclusion process, but to achieve positive results, the school environment needs to be an adapted space to receive and meet the needs of these students. This research helps people to reflect on how important the role of the school is and how it influences the learning and progress of students with disabilities. The research aims to: Describe which resources and strategies teachers use to ensure quality in education and inclusion of students with disabilities; Check whether schools currently have a structure adapted to receive special students; Identify the challenges teachers face in dealing with special students. A descriptive, qualitative bibliographic research was carried out through interviews with teachers who have students with disabilities. Based on the interview reports, after analyzing the data, we concluded that due to the lack of structure in some schools and the lack of preparation of some teachers, special students are receiving an inappropriate education, not meeting their needs and preventing their progress and learning. |
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Santos, Karoline SantanaSilva, Ednizio Domingos daSouza, Cidiany de2022-10-07T22:54:56Z2022-10-07T22:54:56Z2021-091982-3657http://ri.ufs.br/jspui/handle/riufs/16419Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).http://dx.doi.org/10.29380/2021.15.02.20This work analyzes the role of the school in the inclusion process in early childhood education. The school has a fundamental role in the child inclusion process, but to achieve positive results, the school environment needs to be an adapted space to receive and meet the needs of these students. This research helps people to reflect on how important the role of the school is and how it influences the learning and progress of students with disabilities. The research aims to: Describe which resources and strategies teachers use to ensure quality in education and inclusion of students with disabilities; Check whether schools currently have a structure adapted to receive special students; Identify the challenges teachers face in dealing with special students. A descriptive, qualitative bibliographic research was carried out through interviews with teachers who have students with disabilities. Based on the interview reports, after analyzing the data, we concluded that due to the lack of structure in some schools and the lack of preparation of some teachers, special students are receiving an inappropriate education, not meeting their needs and preventing their progress and learning.Este trabalho analisa o papel da escola no processo de inclusão na educação infantil. A escola possui um papel fundamental no processo de inclusão da criança, mas para alcançar resultados positivos, o ambiente escolar precisa ser um espaço adaptado para receber e atender as necessidades desses alunos. Esta pesquisa contribui para que as pessoas possam refletir no quanto o papel da escola é importante e influencia na aprendizagem e no progresso dos alunos que possuem deficiência. A pesquisa tem como objetivos: Descrever quais os recursos e estratégias que os professores utilizam para garantir a qualidade na educação e inclusão dos alunos que possuem deficiência; Verificar se as escolas atualmente possuem estrutura adaptada para receber alunos especiais; Identificar os desafios que os professores encontram em lidar com alunos especiais. Foi realizada uma pesquisa bibliográfica, descritiva de caráter qualitativo através de entrevista realizada com professores que possuem alunos com deficiência. A partir dos relatos das entrevistas, feita a análise dos dados, concluímos que por falta de estrutura em algumas escolas e falta de preparação de alguns professores, os alunos especiais estão recebendo uma educação inapropriada, não atendendo suas necessidades e impedindo seu progresso e aprendizagem.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeInclusãoAtendimento educacional especializadoEscolaInclusionSpecialized educational serviceSchoolO papel da escola no processo de inclusão na educação infantilThe role of school in the inclusion process in early childhood educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTPapelEscolaProcessoInclusao.pdf.txtPapelEscolaProcessoInclusao.pdf.txtExtracted texttext/plain26361https://ri.ufs.br/jspui/bitstream/riufs/16419/3/PapelEscolaProcessoInclusao.pdf.txtd7938d4f68f44de8327137ffc245157aMD53THUMBNAILPapelEscolaProcessoInclusao.pdf.jpgPapelEscolaProcessoInclusao.pdf.jpgGenerated Thumbnailimage/jpeg2167https://ri.ufs.br/jspui/bitstream/riufs/16419/4/PapelEscolaProcessoInclusao.pdf.jpge22473cc190c890211501fe503ea4912MD54ORIGINALPapelEscolaProcessoInclusao.pdfPapelEscolaProcessoInclusao.pdfapplication/pdf165355https://ri.ufs.br/jspui/bitstream/riufs/16419/2/PapelEscolaProcessoInclusao.pdf05006ef9a6fed4f4f9071f4ab8648223MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16419/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/164192022-10-07 19:54:57.006oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T22:54:57Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
O papel da escola no processo de inclusão na educação infantil |
dc.title.alternative.eng.fl_str_mv |
The role of school in the inclusion process in early childhood education |
title |
O papel da escola no processo de inclusão na educação infantil |
spellingShingle |
O papel da escola no processo de inclusão na educação infantil Santos, Karoline Santana Inclusão Atendimento educacional especializado Escola Inclusion Specialized educational service School |
title_short |
O papel da escola no processo de inclusão na educação infantil |
title_full |
O papel da escola no processo de inclusão na educação infantil |
title_fullStr |
O papel da escola no processo de inclusão na educação infantil |
title_full_unstemmed |
O papel da escola no processo de inclusão na educação infantil |
title_sort |
O papel da escola no processo de inclusão na educação infantil |
author |
Santos, Karoline Santana |
author_facet |
Santos, Karoline Santana Silva, Ednizio Domingos da Souza, Cidiany de |
author_role |
author |
author2 |
Silva, Ednizio Domingos da Souza, Cidiany de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Karoline Santana Silva, Ednizio Domingos da Souza, Cidiany de |
dc.subject.por.fl_str_mv |
Inclusão Atendimento educacional especializado Escola Inclusion Specialized educational service School |
topic |
Inclusão Atendimento educacional especializado Escola Inclusion Specialized educational service School |
description |
This work analyzes the role of the school in the inclusion process in early childhood education. The school has a fundamental role in the child inclusion process, but to achieve positive results, the school environment needs to be an adapted space to receive and meet the needs of these students. This research helps people to reflect on how important the role of the school is and how it influences the learning and progress of students with disabilities. The research aims to: Describe which resources and strategies teachers use to ensure quality in education and inclusion of students with disabilities; Check whether schools currently have a structure adapted to receive special students; Identify the challenges teachers face in dealing with special students. A descriptive, qualitative bibliographic research was carried out through interviews with teachers who have students with disabilities. Based on the interview reports, after analyzing the data, we concluded that due to the lack of structure in some schools and the lack of preparation of some teachers, special students are receiving an inappropriate education, not meeting their needs and preventing their progress and learning. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-09 |
dc.date.accessioned.fl_str_mv |
2022-10-07T22:54:56Z |
dc.date.available.fl_str_mv |
2022-10-07T22:54:56Z |
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info:eu-repo/semantics/publishedVersion |
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http://ri.ufs.br/jspui/handle/riufs/16419 |
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1982-3657 |
dc.identifier.license.pt_BR.fl_str_mv |
Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
dc.identifier.doi.none.fl_str_mv |
http://dx.doi.org/10.29380/2021.15.02.20 |
identifier_str_mv |
1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://ri.ufs.br/jspui/handle/riufs/16419 http://dx.doi.org/10.29380/2021.15.02.20 |
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por |
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Anais do XV Colóquio Internacional Educação e Contemporaneidade |
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openAccess |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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