SciELO - Scientific Electronic Library Online

vol.18 issue1Assistive technology for children with cerebral palsy in school: identification of needsQuality of life of caregivers of people with special needs author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Revista Brasileira de Educação Especial

Print version ISSN 1413-6538


OLIVEIRA, Jáima Pinheiro de; SANTOS, Sabrina Antunes dos; ASPILICUETA, Patrícia  and  CRUZ, Gilmar de Carvalho. Teacher's conceptions about learning difficulties. Rev. bras. educ. espec. [online]. 2012, vol.18, n.1, pp.93-112. ISSN 1413-6538.

This study aimed to identify the conceptions of learning difficulties of teachers working in the beginning years of elementary education. In order to analyze such conceptions from the perspective of inclusive education, the study was carried out in two schools in a city of the State of Paraná. Sixteen teachers (mean age of 41 years) participated in the study. Of these, only one had no higher education. Interviews were carried out individually in the teachers` schools. The interviews were conducted with the support of a topic outline including: aspects of classroom management of the classes in which teachers worked; how to identify students with learning disabilities; causes of learning difficulties; how the school can help a student with learning difficulties. Each interview lasted 50 minutes on average. They were transcribed in full and submitted to thematic analysis. Four categories of analysis were determined: characterization of educational institutions' proposal; conceptions on the identification of students with learning difficulties; conceptions about causes of learning difficulties; possibilities for assisting students with learning difficulties. The results indicated that the main factors reported by the participants on the characterization of pupils with learning difficulties were of the cognitive order. The data also showed that the teachers based their opinions on family aspects in order to focus on causes of learning difficulties; they attributed the largest parcel of responsibility for solving such situations to students' families. One of the main conclusions of this study allowed us to consider that the schools that were investigated reported a practice that doesn't meet the inclusive education assumptions, denoted by the attempt to homogenize regular classes.

Keywords : Special Education; School Inclusion; Child development; Learning difficulties.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License