Pedagogical planning for children with intellectual disability: collaborative experiences from the action of Specialized Educational Service

• Autor(a) principal: Oliveira, Jáima Pinheiro de
• Data de Publicação: 2021
• Outros Autores: Matos, Maria Almerinda de Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/67106
• topic: Intellectual Disability; Pedagogical practices; Specialized Educational Service.; Discapacidad intelectual; Planificación pedagógica; Servicio Educativo Especializado.; Deficiência Intelectual; Práticas Pedagógicas; Atendimento Educacional Especializado.

This article addressed the theme of pedagogical planning for children with intellectual disabilities, in a perspective of articulation between the Specialized Educational Service (AEE) and the common classroom. The objective of the study was to map the scientific productions that could provide indicators to assist in these pedagogical planning with a collaborative perspective. It was a systematic review, with search criteria and strategies that considered account the quality of a literature review based on the Assessing the Methodological Quality of Systematic Reviews (AMSTAR). The results indicated 459 works considering the most relevant terms linked to pedagogical practice in the Brazilian Thesaurus of Education: teacher training, teaching resources and curriculum. After applying the filters, 74 studies were fully analysed, whose main indicators were: individualized and differentiated pedagogical activities using curricular adaptations; teacher training with emphasis on the assumption of the person with a disability as a learner; mediation of knowledge and emphasis on collaboration between support and common classroom teachers; pedagogical practices that consider different characteristics and ways of accessing knowledge. We conclude that the studies problematize issues related to the field of didactics, however, some still disregard aspects of the teaching action developed with and for these children, prioritizing elements that promote their participation in activities in the common classroom.