(Dis)continuity in studies of students with disabilities in the path of elementary education to high school: an initial analysis of microdata MEC/INEP

• Autor(a) principal: Moreira, Laura Ceretta
• Data de Publicação: 2014
• Outros Autores: Carvalho, Ana Paula de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/9132
• topic: School; Students with disabilities; Microdata MEC/Inep.

This study aims to contribute to discussions of public policy for special education, especially in regard to pupils with disabilities enrolled in high school. Therefore, it was spoken out about the legal achievements denoting the warranty and obligation of this step teaching in basic education and its vicissitudes in the context of educational inclusion. Following the assessment of microdata from the School Census, which considers the total enrollment, and specifically of the students with disabilities, presented the five groups that were organized for the analysis of data for the years 2007, 2008 and 2010. Being that it was decided to record enrollment of students with: blindness, low vision, deafness, hearing impairment, deafblindness, physical disability, mental disability, Down syndrome and multiple disabilities (terminology used by MEC / Inep). It was concluded that there was markedly greater decrease in enrollment of students with disabilities in relation to total enrollments in basic education, revealing how much access and retention of these students in high school, the last step of basic education, are still neglected and lack of research, evaluation and monitoring. The discontinuation of study of this portion of the population reveals that we are still far from ensuring the right to education for all and state that the state-owned engagement is essential for this to occur.