Conceptions of teaching students with intellectual disabilities

• Autor(a) principal: Carvalho, Cristina Maria Coin de
• Data de Publicação: 2012
• Outros Autores: Dias, Marília Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Veras
• Texto Completo: http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/78
• topic: inclusive education; elementary school; intellectual disability.; educação inclusiva; ensino fundamental II; deficiência intelectual.

This paper discusses a research on the concepts and propositions of elementary school teachers about the teaching practice with intellectual disabilities students in regular classrooms of the early grades. The study explored some structural features of this stage of schooling and the role of the teacher in an inclusive perspective, reflections on the culture of homogenization built throughout history, as well as the ways of conceptualization of intellectual disability. Regarding the role of the teacher, we considered the urgency of looking into the classroom, recognizing their knowledge, listening to their demands and propositions. The present investigation, besides the theoretical aspects, had a field survey with qualitative approach. Interviews were conducted with teachers of a private Elementary School in the city of São Paulo, and they were analyzed using the theories of experiential knowledge, suggested by Perrenoud (2001). We conclude that much knowledge is within the school, especially in those schools that have a methodology for working with diversity. Such knowledge would be built in the classroom, forming what we call educational heritage.