Interdisciplinarity and intellectual disability in special education: an integrative systematic review

Detalhes bibliográficos
Autor(a) principal: Carvalho, Débora Barbosa de
Data de Publicação: 2022
Outros Autores: Gomes, Suzete Araujo Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/26687
Resumo: The crescent number of students with intellectual deficiency registered in regular schools challenges education professionals regarding to adequacy of scholar’s curriculum and the school itself, in so that students have conditions to develop their intellectual and adaptational functions, according to their individual needs. This present research intended to accomplish one systematic revision of special education articles, focused on intellectual deficiency, interdisciplinarity and teacher training. The association of the two terms, interdisciplinarity and intellectual deficiency, are the guiding axis of this integrative systematic review. This study analyzed, at first moment, articles from 1980 to 2020, at Periodic Portal Virtual Library from CAPES using the following keywords: Intellectual Deficiency, Interdisciplinarity and TeacherTraining. A total of 275 articles were found according to inclusion and exclusion criterions, in which 16 articles were selected for full reading. The result leads to conclude that the interdisciplinary work, despite being recognized by several theorists as a methodological tool that could collaborate for one meaningful learning of special education students, still needs to be recognized as one learning facilitating element between educational professionals. The interdisciplinary work is not effective in practice, it is necessary that educators take ownership of this methodology, mostly in special education.
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spelling Interdisciplinarity and intellectual disability in special education: an integrative systematic reviewInterdisciplinariedad y discapacidad intelectual en la educación especial: una revisión sistemática integradoraInterdisciplinaridade e deficiência intelectual na educação especial: uma revisão sistemática integrativa InterdisciplinaridadeDeficiência intelectualFormação de professoresEducação especialRevisão sistemática integrativa.InterdisciplinariedadDiscapacidad intelectualFormación docenteEducación especialRevisión sistemática integrativa.InterdisciplinarityIntellectual deficiencyTeacher trainingSpecial educationIntegrative systematical review.The crescent number of students with intellectual deficiency registered in regular schools challenges education professionals regarding to adequacy of scholar’s curriculum and the school itself, in so that students have conditions to develop their intellectual and adaptational functions, according to their individual needs. This present research intended to accomplish one systematic revision of special education articles, focused on intellectual deficiency, interdisciplinarity and teacher training. The association of the two terms, interdisciplinarity and intellectual deficiency, are the guiding axis of this integrative systematic review. This study analyzed, at first moment, articles from 1980 to 2020, at Periodic Portal Virtual Library from CAPES using the following keywords: Intellectual Deficiency, Interdisciplinarity and TeacherTraining. A total of 275 articles were found according to inclusion and exclusion criterions, in which 16 articles were selected for full reading. The result leads to conclude that the interdisciplinary work, despite being recognized by several theorists as a methodological tool that could collaborate for one meaningful learning of special education students, still needs to be recognized as one learning facilitating element between educational professionals. The interdisciplinary work is not effective in practice, it is necessary that educators take ownership of this methodology, mostly in special education.El creciente número de estudiantes con discapacidad intelectual matriculados en escuelas regulares desafía a los profesionales de la educación en cuanto a la adecuación del currículo escolar y la escuela, para que estos estudiantes sean capaces de desarrollar sus funciones intelectuales y adaptativas, de acuerdo con sus necesidades individuales. Esta investigación tuvo como objetivo realizar una Revisión Sistemática Integrativa de artículos sobre Educación Especial, con foco en Discapacidad Intelectual, Interdisciplinariedad y Formación Docente. La asociación de los dos términos, interdisciplinariedad y discapacidad intelectual, son los principios rectores de esta revisión sistemática integradora. Este estudio analizó inicialmente artículos de 1980 a 2020, en la Biblioteca Virtual del Portal de Revistas CAPES, utilizando los siguientes descriptores: Discapacidad Intelectual, Interdisciplinariedad y Formación Docente. Se encontraron un total de 275 artículos, donde de acuerdo con los criterios de inclusión y exclusión, se seleccionaron 16 artículos para lectura completa. El resultado lleva a la conclusión de que el trabajo interdisciplinario, a pesar de ser reconocido por varios teóricos como una herramienta metodológica que podría contribuir a un aprendizaje significativo de los estudiantes de educación especial, aún necesita ser reconocido como un facilitador del aprendizaje entre los profesionales de la educación. El trabajo interdisciplinario no es efectivo en la práctica, es necesario que los educadores se apropien de esta metodología, especialmente en educación especial.O crescente número de alunos com deficiência intelectual matriculados nas escolas regulares desafia os profissionais da educação quanto à adequação do currículo escolar e da escola, para que estes estudantes tenham condições de desenvolver suas funções intelectuais e adaptativas, de acordo com suas necessidades individuais. A presente pesquisa pretendeu realizar uma Revisão Sistemática Integrativa de artigos sobre Educação Especial, com foco na Deficiência Intelectual, Interdisciplinaridade, e Formação de Professores. A associação dos dois termos, interdisciplinaridade e deficiência intelectual, são os eixos norteadores desta revisão sistemática integrativa. Este estudo analisou, em um primeiro momento, artigos do ano de 1980 a 2021, na Biblioteca Virtual do Portal de Periódicos CAPES, utilizando os seguintes descritores: Deficiência Intelectual, Interdisciplinaridade e Formação de Professores. Um total de 275 artigos foram encontrados, onde de acordo com os critérios de inclusão e exclusão, 16 artigos foram selecionados para leitura na íntegra. O resultado leva a concluir que o trabalho interdisciplinar, apesar de ser reconhecido por vários teóricos como uma ferramenta metodológica que poderia colaborar para uma aprendizagem significativa dos alunos da educação especial, ainda precisa ser reconhecida como elemento facilitador da aprendizagem entre os profissionais da educação. O trabalho interdisciplinar não se efetiva na prática, é necessário que os educadores se apropriem desta metodologia principalmente na educação especial.Research, Society and Development2022-03-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2668710.33448/rsd-v11i3.26687Research, Society and Development; Vol. 11 No. 3; e48111326687Research, Society and Development; Vol. 11 Núm. 3; e48111326687Research, Society and Development; v. 11 n. 3; e481113266872525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/26687/23453Copyright (c) 2022 Débora Barbosa de Carvalho; Suzete Araujo Oliveira Gomeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCarvalho, Débora Barbosa de Gomes, Suzete Araujo Oliveira 2022-03-09T13:44:38Zoai:ojs.pkp.sfu.ca:article/26687Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:39.906387Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Interdisciplinarity and intellectual disability in special education: an integrative systematic review
Interdisciplinariedad y discapacidad intelectual en la educación especial: una revisión sistemática integradora
Interdisciplinaridade e deficiência intelectual na educação especial: uma revisão sistemática integrativa
title Interdisciplinarity and intellectual disability in special education: an integrative systematic review
spellingShingle Interdisciplinarity and intellectual disability in special education: an integrative systematic review
Carvalho, Débora Barbosa de
Interdisciplinaridade
Deficiência intelectual
Formação de professores
Educação especial
Revisão sistemática integrativa.
Interdisciplinariedad
Discapacidad intelectual
Formación docente
Educación especial
Revisión sistemática integrativa.
Interdisciplinarity
Intellectual deficiency
Teacher training
Special education
Integrative systematical review.
title_short Interdisciplinarity and intellectual disability in special education: an integrative systematic review
title_full Interdisciplinarity and intellectual disability in special education: an integrative systematic review
title_fullStr Interdisciplinarity and intellectual disability in special education: an integrative systematic review
title_full_unstemmed Interdisciplinarity and intellectual disability in special education: an integrative systematic review
title_sort Interdisciplinarity and intellectual disability in special education: an integrative systematic review
author Carvalho, Débora Barbosa de
author_facet Carvalho, Débora Barbosa de
Gomes, Suzete Araujo Oliveira
author_role author
author2 Gomes, Suzete Araujo Oliveira
author2_role author
dc.contributor.author.fl_str_mv Carvalho, Débora Barbosa de
Gomes, Suzete Araujo Oliveira
dc.subject.por.fl_str_mv Interdisciplinaridade
Deficiência intelectual
Formação de professores
Educação especial
Revisão sistemática integrativa.
Interdisciplinariedad
Discapacidad intelectual
Formación docente
Educación especial
Revisión sistemática integrativa.
Interdisciplinarity
Intellectual deficiency
Teacher training
Special education
Integrative systematical review.
topic Interdisciplinaridade
Deficiência intelectual
Formação de professores
Educação especial
Revisão sistemática integrativa.
Interdisciplinariedad
Discapacidad intelectual
Formación docente
Educación especial
Revisión sistemática integrativa.
Interdisciplinarity
Intellectual deficiency
Teacher training
Special education
Integrative systematical review.
description The crescent number of students with intellectual deficiency registered in regular schools challenges education professionals regarding to adequacy of scholar’s curriculum and the school itself, in so that students have conditions to develop their intellectual and adaptational functions, according to their individual needs. This present research intended to accomplish one systematic revision of special education articles, focused on intellectual deficiency, interdisciplinarity and teacher training. The association of the two terms, interdisciplinarity and intellectual deficiency, are the guiding axis of this integrative systematic review. This study analyzed, at first moment, articles from 1980 to 2020, at Periodic Portal Virtual Library from CAPES using the following keywords: Intellectual Deficiency, Interdisciplinarity and TeacherTraining. A total of 275 articles were found according to inclusion and exclusion criterions, in which 16 articles were selected for full reading. The result leads to conclude that the interdisciplinary work, despite being recognized by several theorists as a methodological tool that could collaborate for one meaningful learning of special education students, still needs to be recognized as one learning facilitating element between educational professionals. The interdisciplinary work is not effective in practice, it is necessary that educators take ownership of this methodology, mostly in special education.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-04
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://rsdjournal.org/index.php/rsd/article/view/26687
10.33448/rsd-v11i3.26687
url https://rsdjournal.org/index.php/rsd/article/view/26687
identifier_str_mv 10.33448/rsd-v11i3.26687
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26687/23453
dc.rights.driver.fl_str_mv Copyright (c) 2022 Débora Barbosa de Carvalho; Suzete Araujo Oliveira Gomes
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Débora Barbosa de Carvalho; Suzete Araujo Oliveira Gomes
https://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 Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 3; e48111326687
Research, Society and Development; Vol. 11 Núm. 3; e48111326687
Research, Society and Development; v. 11 n. 3; e48111326687
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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