Educação especial na perspectiva de educação inclusiva: um estudo sobre alunos com síndrome de Down matriculados no Ensino Fundamental I

• Autor(a) principal: Vital, Andréa Aparecida Francisco
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/22681
• topic: síndrome de Down; aprendizagem; avaliação pedagógica; Down syndrome; learning; pedagogical assessment; CNPQ::CIENCIAS HUMANAS

Profile of students with Down´s syndrome following Basic Education was studied with spe-cial regard to their learning processes. Effective alphabetization was taken for signalizing the results of specific pedagogic practices in regular schools of the Public Basic Education Sys-tem of Barueri, SP. Specific goals of this study included: a) to identify and categorize the demand of students with Down´s syndrome following the Public Basic Education System of Barueri, SP; b) to analyze educational reports of these students in order to know data on their learning progresses, specially on their alphabetization; c) to investigate the role of performance assessments applied by that schooling system as well as of pedagogic assessments applied to students with special needs, especially those with intellectual disabilities, regarding the practices involved with the inclusion policies adopted by the city. Data were collected in the Municipal Department of Education of Barueri, SP, on April, 2008, resulting in a group of 23 students with Down´s Syndrome of both genders and with different ages regularly regis-tered in the Basic Education System. Global Assessment 2008: Portuguese was reapplied by the Author to all the 23 students after arrangements with respective school coordinators. A questionnaire developed by the Author was e-mailed to and answered by the Department of Specialized Support for collecting data on policies and practices involving the attention for students with special needs, especially for students with Down´s syndrome. Finally, general data on the functioning of the Department of Specialized Support were obtained with the coordinators of that Public Kindergarten and Basic Education System and with de Direct Board of the Department of Specialized Support. Data were qualitatively analyzed since the main focus was the description and analysis of the complexity of the direct source of data collected in natural environment. Results have failed to point out qualitative differences among students with Down´s Syndrome regarding their reading and writing learning process, when analyzed by their school series, gender, age and intellectual level. Demands of these students are not sufficiently supported by the Department of Specialized Support.