The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas Críticas (Online) |
Texto Completo: | https://periodicos.unb.br/index.php/linhascriticas/article/view/3847 |
Resumo: | The present text presents a discussion about schooling of students with intellectualdisabilities, in different educational settings. The focus of the study is the teaching-learningprocess and the development of these subjects, based on the socio-historical-culturalframework of Vygotsky. The qualitative research was undertaken in three public schoolslocated in Rio de Janeiro: two regular units from the city school system and one specialstate school. The data was collected during approximately four years. The schooltrajectories of five students with intellectual disabilities were analyzed through theapplication of, among other procedures, the Individualized Educational Development Plan(IEDP). In short, the results showed the precariousness of the teaching-learning processoffered to these students, regardless of the type of schooling; and the lack of knowledgeof the teachers in regards to the educational specificities of these subjects. |
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The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development PlanLa escolarización de los alumnos con discapacidadintelectual: una revisión de la aplicación del PlanIndividualizado de Desarrollo Educacional (PIDE)A escolarização de alunos com deficiência intelectual: uma análise da aplicação do Plano de Desenvolvimento Educacional IndividualizadoDeficiência intelectualEnsino e aprendizagemPolíticas de inclusão escolarPlano de desenvolvimento educacional individualizadoDiscapacidad intelectualEnseñanza y aprendizajePolíticas de inclusión escolarPlan Individualizado de Desarrollo EducacionalIntellectual disabilitTeaching-learning processSchool inclusion policiesIndividualized Educational Development PlanThe present text presents a discussion about schooling of students with intellectualdisabilities, in different educational settings. The focus of the study is the teaching-learningprocess and the development of these subjects, based on the socio-historical-culturalframework of Vygotsky. The qualitative research was undertaken in three public schoolslocated in Rio de Janeiro: two regular units from the city school system and one specialstate school. The data was collected during approximately four years. The schooltrajectories of five students with intellectual disabilities were analyzed through theapplication of, among other procedures, the Individualized Educational Development Plan(IEDP). In short, the results showed the precariousness of the teaching-learning processoffered to these students, regardless of the type of schooling; and the lack of knowledgeof the teachers in regards to the educational specificities of these subjects.Este artículo presenta un análisis de la educación de estudiantes con discapacidadintelectual en diferentes contextos educativos. El foco del estudio es el proceso deenseñanza y aprendizaje y el desarrollo de estos temas a partir de la referencia socio-histórico-cultural de Vigotski. La investigación, de carácter cualitativo, se llevó a cabo entres escuelas públicas de Río de Janeiro: dos escuelas normales municipales y una escuelaespecializada provincial. La recolección de datos se realizó durante aproximadamentecuatro años. Se analizaron las trayectorias de los cinco estudiantes con discapacidadintelectual a través de la aplicación, entre otros procedimientos, del Plan Individualizadode Desarrollo Educacional. En resumen, los resultados pusieron de manifiesto laprecariedad de la enseñanza y el aprendizaje que se ofrece a los estudiantes condiscapacidad intelectual, independientemente del tipo de escolaridad y la falta de maestroscon los conocimientos específicos sobre las deficiencias. El estudio también señalóla importancia de la planificación de estrategias de enseñanza basadas en la aplicacióndel PIDE para facilitar el proceso de aprendizaje y la escolarización de los alumnos.O texto apresenta uma discussão sobre a escolarização de alunos com deficiência intelectual em diferentes contextos educacionais. O foco do estudo é o processo de ensino e aprendizagem e o desenvolvimento desses sujeitos a partir do referencial sócio-histórico-cultural de Vigotski. A pesquisa, de natureza qualitativa, foi realizada em três escolas públicas localizadas no Rio de Janeiro: duas escolas regulares municipais e uma escola especializada estadual. A coleta de dados foi realizada ao longo de aproximadamente quatro anos. Foram analisadas as trajetórias escolares de cinco alunos com deficiência intelectual por meio da aplicação, entre outros procedimentos, do Plano de Desenvolvimento Educacional Individualizado (PDEI). Em síntese, os resultados evidenciaram a precariedade do processo de ensino e aprendizagem oferecido a alunos com deficiência intelectual, independente da modalidade de escolarização e a falta de conhecimentos dos professores no que se refere às especificidades educacionais desses sujeitos. O estudo apontou também a importância do planejamento de estratégias pedagógicas tendo como base aplicação do PDEI para favorecer o processo de aprendizagem e inclusão escolar deste alunado.Faculdade de Educação - Universidade de Brasília2012-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/384710.26512/lc.v18i35.3847Linhas Críticas; Vol. 18 No. 35 (2012): Ensino de ciências e matemática; 193-208Linhas Críticas; Vol. 18 Núm. 35 (2012): Ensino de ciências e matemática; 193-208Linhas Críticas; v. 18 n. 35 (2012): Ensino de ciências e matemática; 193-2081981-04311516-489610.26512/lc.v18i35reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3847/3518Copyright (c) 2016 Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPletsch, Márcia DeniseGlat, Rosana2022-08-09T13:18:24Zoai:ojs.pkp.sfu.ca:article/3847Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-08-09T13:18:24Linhas Críticas (Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan La escolarización de los alumnos con discapacidadintelectual: una revisión de la aplicación del PlanIndividualizado de Desarrollo Educacional (PIDE) A escolarização de alunos com deficiência intelectual: uma análise da aplicação do Plano de Desenvolvimento Educacional Individualizado |
title |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan |
spellingShingle |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan Pletsch, Márcia Denise Deficiência intelectual Ensino e aprendizagem Políticas de inclusão escolar Plano de desenvolvimento educacional individualizado Discapacidad intelectual Enseñanza y aprendizaje Políticas de inclusión escolar Plan Individualizado de Desarrollo Educacional Intellectual disabilit Teaching-learning process School inclusion policies Individualized Educational Development Plan |
title_short |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan |
title_full |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan |
title_fullStr |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan |
title_full_unstemmed |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan |
title_sort |
The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan |
author |
Pletsch, Márcia Denise |
author_facet |
Pletsch, Márcia Denise Glat, Rosana |
author_role |
author |
author2 |
Glat, Rosana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pletsch, Márcia Denise Glat, Rosana |
dc.subject.por.fl_str_mv |
Deficiência intelectual Ensino e aprendizagem Políticas de inclusão escolar Plano de desenvolvimento educacional individualizado Discapacidad intelectual Enseñanza y aprendizaje Políticas de inclusión escolar Plan Individualizado de Desarrollo Educacional Intellectual disabilit Teaching-learning process School inclusion policies Individualized Educational Development Plan |
topic |
Deficiência intelectual Ensino e aprendizagem Políticas de inclusão escolar Plano de desenvolvimento educacional individualizado Discapacidad intelectual Enseñanza y aprendizaje Políticas de inclusión escolar Plan Individualizado de Desarrollo Educacional Intellectual disabilit Teaching-learning process School inclusion policies Individualized Educational Development Plan |
description |
The present text presents a discussion about schooling of students with intellectualdisabilities, in different educational settings. The focus of the study is the teaching-learningprocess and the development of these subjects, based on the socio-historical-culturalframework of Vygotsky. The qualitative research was undertaken in three public schoolslocated in Rio de Janeiro: two regular units from the city school system and one specialstate school. The data was collected during approximately four years. The schooltrajectories of five students with intellectual disabilities were analyzed through theapplication of, among other procedures, the Individualized Educational Development Plan(IEDP). In short, the results showed the precariousness of the teaching-learning processoffered to these students, regardless of the type of schooling; and the lack of knowledgeof the teachers in regards to the educational specificities of these subjects. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-04-27 |
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 |
https://periodicos.unb.br/index.php/linhascriticas/article/view/3847 10.26512/lc.v18i35.3847 |
url |
https://periodicos.unb.br/index.php/linhascriticas/article/view/3847 |
identifier_str_mv |
10.26512/lc.v18i35.3847 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/linhascriticas/article/view/3847/3518 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Linhas Críticas http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Linhas Críticas http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
dc.source.none.fl_str_mv |
Linhas Críticas; Vol. 18 No. 35 (2012): Ensino de ciências e matemática; 193-208 Linhas Críticas; Vol. 18 Núm. 35 (2012): Ensino de ciências e matemática; 193-208 Linhas Críticas; v. 18 n. 35 (2012): Ensino de ciências e matemática; 193-208 1981-0431 1516-4896 10.26512/lc.v18i35 reponame:Linhas Críticas (Online) instname:Universidade de Brasília (UnB) instacron:UnB |
instname_str |
Universidade de Brasília (UnB) |
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UnB |
institution |
UnB |
reponame_str |
Linhas Críticas (Online) |
collection |
Linhas Críticas (Online) |
repository.name.fl_str_mv |
Linhas Críticas (Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
rvlinhas@unb.br|| |
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1797053651091456000 |