Arquitetura e espacialidade escolar para o aluno com deficiência intelectual: percepção ambiental em escolas com atendimento educacional especializado em Juiz de Fora/ MG

Abstract

The Convention on the Rights of Persons with Disabilities adopted by the UN in 2006, of which Brazil is a signatory, ensures an inclusive education system in environments that maximize academic and social development of the person with disabilities. The current National Policy on Special Education in the Perspective of Inclusive Education (2008), ensures the right to enrollment in regular schools for all students with disabilities, and its purpose is to ensure accessibility in all spheres. This dissertation proposes a reflection on the quality of educational settings designed to accommodate children with disabilities. Its object is to investigate the schools with specialized educational services and the multifunctional resource classes in the city of Juiz de Fora. This research aims to understand how the inclusion of students with disabilities, particularly intellectual disabilities, influences on changes in school architecture. This work is characterized as an Exploratory Research with an interdisciplinary and qualitative approach. It leans on the multidisciplinary literature on the subject and field studies, with reference to the techniques and tools of Post-Occupancy Evaluation. The study was conducted in three public schools in Juiz de Fora - MG, and the four following types of users were investigated: students with intellectual disabilities, specialized education teachers, collaborative teachers and principals. The architecture as an element contributing to the quality of experience of its users was analysed as well as opinions have been raised about the ideal school, pointing out the challenges in the realization of school inclusion. It was concluded that there are serious problems on attendance of physical accessibility and that the spatial changes aimed at assisting students with intellectual disabilities are still not considered. This situation shows that there are problems assessment and educational support these children in the school environment that need to be addressed to enable their insertion in the school environment.