Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability

Detalhes bibliográficos
Autor(a) principal: Nunes, Vera Lucia Mendonça
Data de Publicação: 2020
Outros Autores: Manzini, Eduardo Jose
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/43241
Resumo: The study aimed to identify, from the teachers' reports, the favorable and unfavorable conceptions regarding the teaching, curriculum, evaluation and learning of the student with intellectual disability. Four teachers, who worked in municipal schools in Elementary School I, in a municipality in the interior of the state of Paraná participated in the research. The approach used was qualitative descriptive research, through semi-structured interviews and content notebooks. A guide was prepared for the interview and analyzed by judges. The collection was carried out in two sessions: the first, through semi-structured interview, and the second, using the content notebook. The conceptions identified, trough content analyses, were separated into favorable and unfavorable in relation to learning, curriculum, teaching and evaluation of students with intellectual disabilities. In the participants' conception: all students are able to learn, but do not keep pace with classmates; the adapted curriculum is suitable for students with intellectual disabilities, however, there is a dichotomy between adapting content or adapting activities; the collaborative teaching is the most effective; the evaluation is seen as a failure in the education systems and sometimes they attribute that the evaluation must be equal to the other students, and now it should be different and specific.
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spelling Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disabilityConcepción del profesor de educación ordinaria en relación al aprendizaje, currículum, enseñanza y evaluación del alumno con discapacidad intelectualConcepção do professor do ensino comum em relação à aprendizagem, currículo, ensino e avaliação do aluno com deficiência intelectualSpecial educationintellectual disabilityconception.Educación especialdiscapacidad intelectualconcepción.Educação especialdeficiência intelectualconcepção.The study aimed to identify, from the teachers' reports, the favorable and unfavorable conceptions regarding the teaching, curriculum, evaluation and learning of the student with intellectual disability. Four teachers, who worked in municipal schools in Elementary School I, in a municipality in the interior of the state of Paraná participated in the research. The approach used was qualitative descriptive research, through semi-structured interviews and content notebooks. A guide was prepared for the interview and analyzed by judges. The collection was carried out in two sessions: the first, through semi-structured interview, and the second, using the content notebook. The conceptions identified, trough content analyses, were separated into favorable and unfavorable in relation to learning, curriculum, teaching and evaluation of students with intellectual disabilities. In the participants' conception: all students are able to learn, but do not keep pace with classmates; the adapted curriculum is suitable for students with intellectual disabilities, however, there is a dichotomy between adapting content or adapting activities; the collaborative teaching is the most effective; the evaluation is seen as a failure in the education systems and sometimes they attribute that the evaluation must be equal to the other students, and now it should be different and specific.El estudio tuvo como objetivo identificar, a partir de los informes de los profesores, las concepciones favorables y desfavorables en relación con la enseñanza, el plan de estudios, la evaluación y el aprendizaje de los estudiantes con discapacidad intelectual. Cuatro profesores, que trabajaban en escuelas municipales de la Escuela Primaria I, en un municipio del interior del estado de Paraná, participaron en la investigación. El enfoque utilizado fue la investigación descriptiva cualitativa, a través de entrevistas semiestructuradas y cuadernos de contenido. Se preparó un guión para la entrevista y los jueces lo analizaron. La colección se realizó en dos sesiones: la primera, a través de una entrevista semiestructurada, y la segunda, utilizando el cuaderno de contenido. Las concepciones identificadas, a través del análisis de contenido, se separaron en favorables y desfavorables en relación con el aprendizaje, el plan de estudios, la enseñanza y la evaluación de los estudiantes con discapacidad intelectual. En la concepción de los participantes: todos los estudiantes pueden aprender, pero no mantienen el ritmo de los compañeros de clase; el plan de estudios adaptado es adecuado para estudiantes con discapacidad intelectual, sin embargo, existe una dicotomía entre adaptar el contenido o adaptar las actividades; la enseñanza colaborativa es la más efectiva; La evaluación es vista como un fracaso en los sistemas educativos y, a veces, atribuyen que la evaluación debe ser igual a la de los otros estudiantes, y ahora debe ser diferente y específica.O estudo teve como objetivo identificar, a partir de relatos dos professores, as concepções favoráveis e desfavoráveis em relação ao ensino, ao currículo, à avaliação e à aprendizagem do aluno com deficiência intelectual. Quatro professoras, que trabalhavam em escolas municipais no Ensino Fundamental I, em um município do interior do estado do Paraná, participaram da pesquisa. A abordagem utilizada foi a pesquisa qualitativa descritiva, por meio de entrevista semiestruturada e cadernos de conteúdo. Um roteiro foi elaborado para a entrevista e analisado por juízes. A coleta foi efetuada em duas sessões: a primeira, por meio de entrevista semiestruturada e, a segunda, utilizando o caderno de conteúdo. As concepções identificadas, por meio da análise de conteúdo, foram separadas em favoráveis e desfavoráveis em relação à aprendizagem, ao currículo, ao ensino e à avaliação de alunos com deficiência intelectual. Na concepção dos participantes: todos os alunos conseguem aprender, mas não acompanham o ritmo dos colegas da classe; o currículo adaptado é indicado para o aluno com deficiência intelectual, porém, existe uma dicotomia entre adaptar o conteúdo ou adaptar as atividades; o ensino colaborativo é o mais eficaz; a avaliação é vista como uma falha nos sistemas de ensino e ora atribuem que a avaliação deve ser igual aos demais alunos, e ora que deveria ser diferente e específica.Universidade Federal de Santa Maria2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4324110.5902/1984686X43241Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e23/ 1-20Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e23/ 1-20Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e23/ 1-201984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/43241/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/43241/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessNunes, Vera Lucia MendonçaManzini, Eduardo Jose2020-12-21T22:14:15Zoai:ojs.pkp.sfu.ca:article/43241Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:15Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
Concepción del profesor de educación ordinaria en relación al aprendizaje, currículum, enseñanza y evaluación del alumno con discapacidad intelectual
Concepção do professor do ensino comum em relação à aprendizagem, currículo, ensino e avaliação do aluno com deficiência intelectual
title Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
spellingShingle Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
Nunes, Vera Lucia Mendonça
Special education
intellectual disability
conception.
Educación especial
discapacidad intelectual
concepción.
Educação especial
deficiência intelectual
concepção.
title_short Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
title_full Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
title_fullStr Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
title_full_unstemmed Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
title_sort Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability
author Nunes, Vera Lucia Mendonça
author_facet Nunes, Vera Lucia Mendonça
Manzini, Eduardo Jose
author_role author
author2 Manzini, Eduardo Jose
author2_role author
dc.contributor.author.fl_str_mv Nunes, Vera Lucia Mendonça
Manzini, Eduardo Jose
dc.subject.por.fl_str_mv Special education
intellectual disability
conception.
Educación especial
discapacidad intelectual
concepción.
Educação especial
deficiência intelectual
concepção.
topic Special education
intellectual disability
conception.
Educación especial
discapacidad intelectual
concepción.
Educação especial
deficiência intelectual
concepção.
description The study aimed to identify, from the teachers' reports, the favorable and unfavorable conceptions regarding the teaching, curriculum, evaluation and learning of the student with intellectual disability. Four teachers, who worked in municipal schools in Elementary School I, in a municipality in the interior of the state of Paraná participated in the research. The approach used was qualitative descriptive research, through semi-structured interviews and content notebooks. A guide was prepared for the interview and analyzed by judges. The collection was carried out in two sessions: the first, through semi-structured interview, and the second, using the content notebook. The conceptions identified, trough content analyses, were separated into favorable and unfavorable in relation to learning, curriculum, teaching and evaluation of students with intellectual disabilities. In the participants' conception: all students are able to learn, but do not keep pace with classmates; the adapted curriculum is suitable for students with intellectual disabilities, however, there is a dichotomy between adapting content or adapting activities; the collaborative teaching is the most effective; the evaluation is seen as a failure in the education systems and sometimes they attribute that the evaluation must be equal to the other students, and now it should be different and specific.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/43241
10.5902/1984686X43241
url http://periodicos.ufsm.br/educacaoespecial/article/view/43241
identifier_str_mv 10.5902/1984686X43241
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/43241/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/43241/html
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e23/ 1-20
Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e23/ 1-20
Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e23/ 1-20
1984-686X
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instname:Universidade Federal de Santa Maria (UFSM)
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instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
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reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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