Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes

Detalhes bibliográficos
Autor(a) principal: Cruz, Gilmar de Carvalho
Data de Publicação: 2010
Outros Autores: Lemishka, Ianik
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/2118
Resumo: It is a matter of interest in the world educational scenario to proceed in the established dilemma concerning the implications of the organization of inclusive (that proposes the simultaneous attendance of students with and without disability) and exclusive (formed exclusively by students with some kind of disability) environments in the development of teaching-learning processes. Thus, the purpose of the present study was to analyze the teaching-learning process in Physical Education classes, with basic movements from Tae-Kwon-Do in exclusive and inclusive environments for attending students who showed mental disability. Six students from a special school, with mental disability, and twenty-six students from a regular school took part in this research. Along the first school semester of 2007, students with mental disability were submitted to alternate classes in exclusive and inclusive environments. Results showed that there was no difference in the motor response of students from the special school, concerning the exclusive and the inclusive environments. More than just discuss if the educational attendance to students with mental disability should occur in inclusive or exclusive environments, it is important to improve the environment organization so that they could be really able to learn.
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spelling Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classesAmbientes inclusivo e exclusivo no processo ensino-aprendizagem de pessoas com deficiência mental em aulas de educação físicaSchool InclusionPhysical EducationMental Disability.It is a matter of interest in the world educational scenario to proceed in the established dilemma concerning the implications of the organization of inclusive (that proposes the simultaneous attendance of students with and without disability) and exclusive (formed exclusively by students with some kind of disability) environments in the development of teaching-learning processes. Thus, the purpose of the present study was to analyze the teaching-learning process in Physical Education classes, with basic movements from Tae-Kwon-Do in exclusive and inclusive environments for attending students who showed mental disability. Six students from a special school, with mental disability, and twenty-six students from a regular school took part in this research. Along the first school semester of 2007, students with mental disability were submitted to alternate classes in exclusive and inclusive environments. Results showed that there was no difference in the motor response of students from the special school, concerning the exclusive and the inclusive environments. More than just discuss if the educational attendance to students with mental disability should occur in inclusive or exclusive environments, it is important to improve the environment organization so that they could be really able to learn.É questão de interesse no cenário educacional mundial avançar no dilema estabelecido acerca das implicações da organização de ambientes inclusivo (que propõem o atendimento simultâneo de alunos com e sem deficiência) e exclusivo(composto apenas por alunos com algum tipo de deficiência) no desenvolvimento de processos ensino-aprendizagem. Desse modo, o presente estudo objetivou analisar o processo ensino-aprendizagem, em aulas de Educação Física, de movimentos básicos do Tae-Kwon-Do em ambientes exclusivo e inclusivo de atendimento a alunos que apresentam deficiência mental. Participaram da pesquisa descritiva seis alunos de uma escola especial com deficiência mental e 26 alunos de uma escola regular. Ao longo do primeiro semestre letivo de 2007, os alunos com deficiência mental foram submetidos a aulas alternadas em ambiente exclusivo e inclusivo. Os resultados encontrados indicam não haver diferença na resposta motora dos alunos da escola especial, quer no ambiente exclusivo quer no ambiente inclusivo. Mais do que discutir se o atendimento educacional de alunos com deficiência mental deve ocorrer em ambiente inclusivo ou exclusivo, importa aprimorar a organização do ambiente de aprendizagem para que eles realmente aprendam. Palavras-chave: Inclusão Escolar. Educação Física. Deficiência Mental.Universidade Federal de Santa Maria2010-10-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/211810.5902/1984686X2118Special Education Magazine; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010Revista de Educación Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010Revista Educação Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 20101984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/2118/1292Cruz, Gilmar de CarvalhoLemishka, Ianikinfo:eu-repo/semantics/openAccess2014-05-12T16:52:09Zoai:ojs.pkp.sfu.ca:article/2118Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-12T16:52:09Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
Ambientes inclusivo e exclusivo no processo ensino-aprendizagem de pessoas com deficiência mental em aulas de educação física
title Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
spellingShingle Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
Cruz, Gilmar de Carvalho
School Inclusion
Physical Education
Mental Disability.
title_short Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
title_full Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
title_fullStr Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
title_full_unstemmed Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
title_sort Inclusive and exclusive invironments in the teaching-learning process of mentally disabled people in physical education classes
author Cruz, Gilmar de Carvalho
author_facet Cruz, Gilmar de Carvalho
Lemishka, Ianik
author_role author
author2 Lemishka, Ianik
author2_role author
dc.contributor.author.fl_str_mv Cruz, Gilmar de Carvalho
Lemishka, Ianik
dc.subject.por.fl_str_mv School Inclusion
Physical Education
Mental Disability.
topic School Inclusion
Physical Education
Mental Disability.
description It is a matter of interest in the world educational scenario to proceed in the established dilemma concerning the implications of the organization of inclusive (that proposes the simultaneous attendance of students with and without disability) and exclusive (formed exclusively by students with some kind of disability) environments in the development of teaching-learning processes. Thus, the purpose of the present study was to analyze the teaching-learning process in Physical Education classes, with basic movements from Tae-Kwon-Do in exclusive and inclusive environments for attending students who showed mental disability. Six students from a special school, with mental disability, and twenty-six students from a regular school took part in this research. Along the first school semester of 2007, students with mental disability were submitted to alternate classes in exclusive and inclusive environments. Results showed that there was no difference in the motor response of students from the special school, concerning the exclusive and the inclusive environments. More than just discuss if the educational attendance to students with mental disability should occur in inclusive or exclusive environments, it is important to improve the environment organization so that they could be really able to learn.
publishDate 2010
dc.date.none.fl_str_mv 2010-10-15
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/2118
10.5902/1984686X2118
url http://periodicos.ufsm.br/educacaoespecial/article/view/2118
identifier_str_mv 10.5902/1984686X2118
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/2118/1292
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.format.none.fl_str_mv application/pdf
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. 23, n. 37, maio/ago. 2010
Revista de Educación Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010
Revista Educação Especial; Revista Educação Especial, v. 23, n. 37, maio/ago. 2010
1984-686X
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instname:Universidade Federal de Santa Maria (UFSM)
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reponame_str Revista Educação Especial (UFSM)
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