Déficit cognitivo: parecer dos professores sobre as práticas educativas na escola de educação especial

Abstract

This study aims to assess the formation and training of teachers in a special school, as well as identifying resources and educational practices that assist these teachers to develop teaching-learning of students with cognitive impairment. Study participants were two teachers at the School of Special Education of the city of Encruzilhada do Sul, of the RS. For the construction of this study, we adopted procedures for literature and a questionnaire to teachers of students with cognitive impairment. The work to suggest that teachers of Special Education School show interest in developing appropriate educational practices, according to the needs emphasize the preparation and promotion of training courses in order to better serve these students. Long ago, the Brazilian education has been developing initiatives to not only rely on the permanence of students with cognitive impairment in school, but looking at every policy implemented, actions that optimize the conditions for such permanence that leverage learning, with special attention to the opinions constructed about their learning. With appropriate actions expected to combat prejudice and stigma, so that society in general, to reconstruct the concepts of special learners.