The learning process of students with intellectualdisabilities: an analysis of the application of theIndividualized Educational Development Plan

Detalhes bibliográficos
Autor(a) principal: Pletsch, Márcia Denise
Data de Publicação: 2012
Outros Autores: Glat, Rosana
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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spelling 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
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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)
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reponame_str Linhas Críticas (Online)
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repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
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