The use of the Individual Development Plan by teachers in Minas Gerais

• Autor(a) principal: Hudson, Bruna Cristina da Silva
• Data de Publicação: 2020
• Outros Autores: Borges, Adriana Araújo Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/47967
• topic: Individual development plan; school inclusion; Special Education.; Plan de desarrollo individual; inclusión escolar; Educación Especial.; Plano de desenvolvimento individual; inclusão escolar; Educação Especial.

The Individual Development Plan (PDI) or Individualized Education Plan (PEI) is defined by the Minas Gerais State Department of Education (SEEMG) as a mandatory resource in the school inclusion process of special education students in common teaching classes. Despite the importance of the PDI and the mandatory use of it in state schools, it is necessary to understand the perception of teachers about its application. For this, a survey-type research was carried out, through questionnaires that were answered online by the public formed by conducting teachers, support teachers, teachers from the Specialized Educational Service (AEE), directors and specialists from the state education network. Were received 1.286 responses. The results indicated the need for teacher training for the use of the PDI and the better preparation of the specialist to conduct the filling and provide assistance to teachers. In addition, it was identified in the document the points that were confusing, complex or misinterpreted by professionals and the need for a stimulus for collaborative work in the execution of the task. The curricular proposal according to the Political Pedagogical Project, the initial diagnostic evaluation of the student, the pedagogical planning and the assessment and correction of directions, were the items identified as most problematic. It is concluded that the PDI is an important resource for the promotion of curricular accessibility; however, the writing and the use requires more consistent training on the part of the professionals who work at the school, greater participation by the family and other professionals who accompany the child.