SciELO - Scientific Electronic Library Online

 
vol.20 número3Esportes de raquete para deficientes intelectuais leves: uma proposta fundamentada na pedagogia do esporteInclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Revista Brasileira de Educação Especial

versão impressa ISSN 1413-6538

Resumo

BENITEZ, Priscila  e  DOMENICONI, Camila. Professional development of educational agents: proposal for developing inclusive strategies. Rev. bras. educ. espec. [online]. 2014, vol.20, n.3, pp.371-386. ISSN 1413-6538.  http://dx.doi.org/10.1590/S1413-65382014000300005.

The process of school inclusion has shown that opportunities must be created to enable three educational agents to interact (the regular teacher, the special teacher and the student's  parents), in order to further students' academic learning opportunities. The present study aimed to put into practice and assess the professional development of regular teachers, special teachers and parents in order to create conditions for shared teaching of reading and writing for students with intellectual impairment and autism included in regular schools. Five mothers, four regular teachers and two special teachers participated in the study. All the educational agents participated of a general capacitation based on orientations on the intervention that would be applied in each natural context (classroom, special teaching room and at home) and included a topic about educational social abilities. After the general training, individual supervision sessions with each educational agent using a recorded behavior protocol were carried out. The behavioral analysis was based on three measures: application of intervention according to plan, cues addressed to the student and follow-up. Even though it was newly tried out, training enabled inclusive strategies to develop so that strategies that are described in official documents addressing school inclusion could be put into practice through the engagement of educational agents.

Palavras-chave : Special Education; Inclusive education; Family; Inclusion; Teachers.

        · resumo em Português     · texto em Português     · Português ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons