Schooling of Students with Intellectual Disabilities: Family and School Perspectives

• Autor(a) principal: Maturana, Ana Paula Pacheco Moraes
• Data de Publicação: 2019
• Outros Autores: Mendes, Enicéia Gonçalves, Capellini, Vera Lúcia Messias Fialho
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Paidéia (Ribeirão Preto. Online)
• Texto Completo: https://www.revistas.usp.br/paideia/article/view/162755
• topic: inclusion; special education; intellectual disability; school transference; inclusión; educación especial; discapacidad intelectual; transferencia de escuela; inclusão escolar; educação especial; deficiência intelectual; transferência escolar

Educational policies aimed at school inclusion have led to an increased enrollment of students with special education needs (SEN) in mainstream schools and, as a result, there is an increase in transfers from specialized institutions to mainstream schools. This study analyzed the perspectives of school professionals and family members on school transfers of students with intellectual disabilities (ID). Six family members and ten school professionals participated in the study. All attended semi-structured interviews, whose analysis allowed us to identify five thematic axes: teacher training; lack of preparation and information; lack of supports; lack of preparation for transfer; expectations regarding the ID student, mainly concerning behavioral characteristics, learning and performance. Results confirm data from research on the implementation of special education in inclusive environments, indicating that teachers’, managers’ and families’ conceptions of inclusion depend on the severity of the student’s disability, and on the skills and attitudes of the professionals.