Dificuldades e sucessos de professores de educação física em relação à inclusão escolar
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/S1413-65382216000100005 http://hdl.handle.net/11449/172898 |
Resumo: | The objective of this study was to identify situations of difficulty and success of the two physical education teachers during regular classes with students with disabilities and students with autism to subsidize a plan for a Continuing Education. The participants were two physical education teachers who worked in an Elementary School, from the first to the fifth grades, in a city of the Midwest region in São Paulo State. Twelve T1 classes and sixteen T2 classes were video recorded. The recordings were categorized into themes. For T1, three themes were identified: successful situations; difficulties related to the strategy; and the lack of purposeful action in relation to inclusion. For T2, seven themes were identified: situations of success and difficulties related to content selection, teaching strategy, teaching resources, the students’ characteristics, lack of purposeful action in relation to inclusion and possibilities and difficulties related to the presence of the classroom teacher during the Physical Education class. It was concluded that the two teachers found it difficult to include students with disabilities and students with autism in the class, but they were also experiencing successful situations. The recordings allowed detailing the needs of teachers and understanding that Continuing Education should be developed in order to consider the context of the classes and to assist in minimizing the difficulties and enhancing the successful actions. |
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Dificuldades e sucessos de professores de educação física em relação à inclusão escolarDifficulties and successes physical education teachers experience with school inclusionAssistive TechnologyPhysical EducationSchool InclusionSpecial EducationThe objective of this study was to identify situations of difficulty and success of the two physical education teachers during regular classes with students with disabilities and students with autism to subsidize a plan for a Continuing Education. The participants were two physical education teachers who worked in an Elementary School, from the first to the fifth grades, in a city of the Midwest region in São Paulo State. Twelve T1 classes and sixteen T2 classes were video recorded. The recordings were categorized into themes. For T1, three themes were identified: successful situations; difficulties related to the strategy; and the lack of purposeful action in relation to inclusion. For T2, seven themes were identified: situations of success and difficulties related to content selection, teaching strategy, teaching resources, the students’ characteristics, lack of purposeful action in relation to inclusion and possibilities and difficulties related to the presence of the classroom teacher during the Physical Education class. It was concluded that the two teachers found it difficult to include students with disabilities and students with autism in the class, but they were also experiencing successful situations. The recordings allowed detailing the needs of teachers and understanding that Continuing Education should be developed in order to consider the context of the classes and to assist in minimizing the difficulties and enhancing the successful actions.Universidade Estadual Paulista Unesp, campus de MaríliaDepartamento de Educação Especial Programa de Pós-Graduação em Educação Unesp, campus de MaríliaUniversidade Estadual Paulista Unesp, campus de MaríliaDepartamento de Educação Especial Programa de Pós-Graduação em Educação Unesp, campus de MaríliaUniversidade Estadual Paulista (Unesp)Fiorini, Maria Luiza Salzani [UNESP]Manzini, Eduardo José [UNESP]2018-12-11T17:02:37Z2018-12-11T17:02:37Z2016-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article49-64application/pdfhttp://dx.doi.org/10.1590/S1413-65382216000100005Revista Brasileira de Educacao Especial, v. 22, n. 1, p. 49-64, 2016.1413-6538http://hdl.handle.net/11449/17289810.1590/S1413-65382216000100005S1413-653820160001000492-s2.0-84964797310S1413-65382016000100049.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Brasileira de Educacao Especial0,197info:eu-repo/semantics/openAccess2024-08-08T20:29:07Zoai:repositorio.unesp.br:11449/172898Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:29:07Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar Difficulties and successes physical education teachers experience with school inclusion |
title |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar |
spellingShingle |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar Fiorini, Maria Luiza Salzani [UNESP] Assistive Technology Physical Education School Inclusion Special Education |
title_short |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar |
title_full |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar |
title_fullStr |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar |
title_full_unstemmed |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar |
title_sort |
Dificuldades e sucessos de professores de educação física em relação à inclusão escolar |
author |
Fiorini, Maria Luiza Salzani [UNESP] |
author_facet |
Fiorini, Maria Luiza Salzani [UNESP] Manzini, Eduardo José [UNESP] |
author_role |
author |
author2 |
Manzini, Eduardo José [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Fiorini, Maria Luiza Salzani [UNESP] Manzini, Eduardo José [UNESP] |
dc.subject.por.fl_str_mv |
Assistive Technology Physical Education School Inclusion Special Education |
topic |
Assistive Technology Physical Education School Inclusion Special Education |
description |
The objective of this study was to identify situations of difficulty and success of the two physical education teachers during regular classes with students with disabilities and students with autism to subsidize a plan for a Continuing Education. The participants were two physical education teachers who worked in an Elementary School, from the first to the fifth grades, in a city of the Midwest region in São Paulo State. Twelve T1 classes and sixteen T2 classes were video recorded. The recordings were categorized into themes. For T1, three themes were identified: successful situations; difficulties related to the strategy; and the lack of purposeful action in relation to inclusion. For T2, seven themes were identified: situations of success and difficulties related to content selection, teaching strategy, teaching resources, the students’ characteristics, lack of purposeful action in relation to inclusion and possibilities and difficulties related to the presence of the classroom teacher during the Physical Education class. It was concluded that the two teachers found it difficult to include students with disabilities and students with autism in the class, but they were also experiencing successful situations. The recordings allowed detailing the needs of teachers and understanding that Continuing Education should be developed in order to consider the context of the classes and to assist in minimizing the difficulties and enhancing the successful actions. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01 2018-12-11T17:02:37Z 2018-12-11T17:02:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/S1413-65382216000100005 Revista Brasileira de Educacao Especial, v. 22, n. 1, p. 49-64, 2016. 1413-6538 http://hdl.handle.net/11449/172898 10.1590/S1413-65382216000100005 S1413-65382016000100049 2-s2.0-84964797310 S1413-65382016000100049.pdf |
url |
http://dx.doi.org/10.1590/S1413-65382216000100005 http://hdl.handle.net/11449/172898 |
identifier_str_mv |
Revista Brasileira de Educacao Especial, v. 22, n. 1, p. 49-64, 2016. 1413-6538 10.1590/S1413-65382216000100005 S1413-65382016000100049 2-s2.0-84964797310 S1413-65382016000100049.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista Brasileira de Educacao Especial 0,197 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
49-64 application/pdf |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128205590102016 |