Atendimento educacional especializado e sala regular: como dialogar?

Abstract

This study is focused on dialogue between professionals working in the inclusive context of pupils with special educational needs (SEN). The guiding question of research was the collective work in the areas of specialized educational services (ESA) and regular room is of importance to the real development of the enclosed student, how can face difficulties in the dialogue between this areas? The overall objective was to understand how is the work of professionals in the ESA and the regular classroom involved in the teaching and learning process of pupils with SEN. And as specific objectives sought to know different approaches developed by the professionals of the regular room and ESA aimed at effective inclusion of pupils with SEN, analyze the resources and means that regular and EEA room professionals use for a better understanding of included students and identify challenges in the context of inclusion of pupils with SEN. The survey was addressed through qualitative research, with the method of the case study, being used as a data collection instrument visits and completion of a questionnaire (printed or digital). Participants were five professionals working in the process of school inclusion, coming from three public schools in Santa Maria / RS located in Camobi neighborhood. They were listed some factors that correlate with the quality of the inclusion process. These factors refer to continuing education, the management team committed to inclusion, planning, PPP, educational meetings, support staff (classroom monitor), support materials (multi-purpose room, etc.) , family and school, difficulty in reconciling workload. Dante this list of factors analyzed, deserves dialogue, leading a favorable influence to managers, teachers, students, families and the community, as an essential component in the process of inclusion of pupils with SEN.