Curricular adaptations for students with intellectual disabilities: challenges and perspectives

• Autor(a) principal: Daga, Vania Salete Cassol
• Data de Publicação: 2020
• Outros Autores: Piovezana, Leonel, Pieczkowski, Tania Mara Zancanaro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/55382
• topic: Curricular adaptation; Intellectual disability; High School.; Adaptaciones curriculares; Discapacidad intelectual; Escuela secundaria.; Adaptações curriculares; Deficiência intelectual; Ensino Médio.

The educational practices of curricular adaptations for intellectually disabled students are the theme addressed in this paper which is the result of a master in education thesis and sought answering the following: How do teachers understand and use curricular adaptations to include intellectually disabled students in high school? The aim was to analyze how these teachers from high school students with intellectual disabilities understand and make use of curricular adaptations in compliance with Special Education policy. This is a qualitative research with case outlines, which involved the study with high school teachers in the state system of the municipality of Chapecó, SC. Data collection was carried out through semi-structured interviews, with content analysis supported by Bardin (2016). The theoretical basis supported by Vigotsky allowed us to identify that, despite the structural difficulties faced in the performance of inclusive education, teachers were able to promote small curricular adaptations for intellectually disabled students. This achievement is associated with academic and continuing education, and professional commitment as well.