A importância da articulação entre os professores para inclusão dos alunos com deficiência e transtornos globais do desenvolvimento

Abstract

The citizenship exercise and the respect for diversity has progressed significantly over the past two decades. Since the World Conference about Special Education held in Salamanca Spain in June 1994, the treatment given to people with disabilities has increased a prominence worldwide meaningfulness. The discussion about the inclusion of these individuals in the workplace, recreation and society visibility represents a great progress on guaranteed rights, what has a ensured them the right to education, and schools have historically encountered enormous challenges in ensuring that people with disabilities have the right to education. In face of this, a detailed investigation concerning the importance of teachers' articulation. for the inclusion of students with disabilities and / or global disorder development (TGD) is relevant. Thus, the overall goal of this study is to identify which difficulties make it impossible for class teachers, support teachers and specialists in Basic Education to articulate for the effectiveness of students with disabilities inclusion and/or TGD in the State School Coronel João Cândido Aguiar in Patrocínio-MG. As specific goals the study proposes: to describe the historical process of inclusion from its historical assumptions to the Include Project in the State of Minas Gerais, in accordance with the specialized educational services - AEE; to analyze the relationships between teacher, class teachers and support teachers Communication and Assistive Technologies - CLTA, regarding the sharing of physical space, adaptations in the teaching and participation of students, and also to understand the challenges that the teachers face in developing joint planning for the benefit of students with disabilities and/or TGD and suggest a plan of action which includes proposals of: implementation of Political Pedagogical Project; continuous teacher education; creation of monitoring learning network support system inside the school to minimize the difficulties of the teachers acting in the researched school. The research represents an exploratory study of qualitative nature. The data collection was performed through the focal group procedure. As the procedure of data analysis, the speeches analysis of the individuals will be used surveyed. The sample of this study will be composed by three teachers of Language Communication Support and Assistive Technologies, seven class teachers and one specialist of Basic Education who work in the school researched. The analysis of the teachers' statements in the focal group allows us to infer that the articulation among the teachers is fragile, regarding the evaluation system, space sharing, material adaptation and planning, which suggests a plan of action for inclusion. The plan of action to improve the articulation among the professionals of the school consists in reformulating the Political Pedagogical Project; to promote the continued education of teachers with time reserved for joint planning, support teachers and class teachers; establish support networks for inclusion, and create a Inclusion Support Service (SAI) within the school itself to monitor special education care.